The Utility and Value of The Physiotherapy eSkills Training Online Resource During Work-integrated learning: A mixed methods study.

ABSTRACT Purpose: The purpose of this study was to determine the use and value of the Physiotherapy eSkills Training Online resource during work-integrated learning in naïve physiotherapy students. Method: A mixed methods study design was used. Participants: Forty-four final year physiotherapy students participating in neurological work-integrated learning units of study participated in this study. Intervention: Students had access to the Physiotherapy eSkills Training Online resource during their 6-week neurological work-integrated learning unit of study, which includes video footage and written information about 25 practical skills related to the physiotherapy management of stroke. Outcome Measures: Use of the Physiotherapy eSkills Training Online resource was examined by recording the number of hits on the resource, the number of students who accessed it, the number of times each student accessed it, and the time it was accessed. Students’ perception of the value of the resource was explored through semi-structured interviews. Results: There were 46 hits on the resource, by 13 (30%) students during the neurological work-integrated learning unit of study. Ten students accessed the resource twice or more. Double the number of hits occurred outside of work hours compared with during work hours. Qualitative analysis revealed five themes regarding the low usage of the resource by students: content of the resource; learning style; learning behavior and expectations; technical issues; and practical issues. Conclusion: Use of the resource was low, with only a small number of students using the resource on a few occasions. Value of the resource could not be clearly established

How can we educate future forensic scientists?

Over the past two decades, in particular, the field of forensic science has experienced a significant development bringing this ever-evolving field to the public’s attention. Forensic science education has undergone a rapid expansion in the number of courses and the number of students enrolling. This literature review aims to research the past 20 years of literature to understand what education is and has been for science as well as looking into future techniques and learning tools that may be useful for the future 20 years in particular for the future of forensic education. In science education, the classic didactic lecture and inquiry-based learning has transitioned to more technological and hands-on approaches like active lectures, practical learning, virtual reality, online learning, and problem-based learning. Literature around forensic education is very minimal with virtual reality, gamification, and online learning being the approaches commonly mentioned as the new way forward

PREDICTORS FOR MOTIVATION TO LEARN IN THE CONTEXT OF TECHNOLOGY-RELATED TRAINING – AN EXPLORATORY STUDY IN THE HEALTHCARE SECTOR

Technology-related training in the healthcare sector is crucial. Based on the high job responsibility and the variety of healthcare professionals with regards to different job roles, tasks etc., the assurance of positive learning outcomes can be a challenge. Prior research shows that motivation to learn is a predictor for positive learning outcomes. Therefore, a literature review is done to show the current state of the art. In the next step and to identify the healthcare professionals’ predictors for motivation to learn, an exploratory study is done. 18 French healthcare professionals are interviewed by using semi-structured interviews. Based on the results, several propositions are concluded which suggest that self-efficacy, personal and professional development and learner characteristics are predictors for motivation to learn as well as the environment for learning and working environment conditions

Development and Test of a Semi-structured Explorative Survey Methodology to Analyze Appropriate Learning Methods for Technology-related Training across the Phases of Technology Use

Training is regarded as an indicator for organizations’ performance. To analyze appropriate learning methods for technology-related training across the phases of technology use we develop a semi-structured, explorative survey methodology. The methodology is tested with a sample of 53 healthcare professionals from China, France and the USA. Based on that, lessons learnt are concluded that confirm the usefulness of the methodology for research and practice. In addition, further improvements and enlargements of the methodology are illustrated in this paper as basis for further research

Introducing mokap: A novel approach to creating serious games

In this paper we introduce Mokap, a novel authoring and development toolset for serious games. Mokap aims to address two specific challenges: provide support for early development stage design and facilitate involvement of domain experts. More specifically, on the one hand, it aims to make serious game authoring possible for people with no technical background. On the other hand, Mokap provides explicit support for activities related to analysis and design, especially useful during the early stages of development. In this sense, Mokap aims to facilitate the transition from the designers' board to the programmers' environment and also to enhance communication between the different roles of the development team. Developed as an open source environment, Mokap is oriented to mobile devices (tablets and smartphones), a kind of technology most educational stakeholders are familiar with. We present the main design concepts behind Mokap, along with some technical insight into the platform and the description of the game Listen With Lemur as a case study

Tecnologie per la didattica musicale: un'esperienza con la realtà virtuale

La mobile virtual reality (VR) sta diventando sempre pi\uf9 popolare e accessibile a tutti coloro che possiedono un nuovo smartphone. In particolare, la didattica digitale pu\uf2 trarre vantaggio dall'interazione naturale e dall'immersione in ambienti virtuali, a partire dalla scuola primaria. Questo articolo presenta un quadro tecnico e metodologico a supporto dell'uso della mobile virtual reality nell'istruzione primaria, volto a migliorare l'apprendimento musicale in termini di ascolto attivo, attenzione e tempo. Viene innanzitutto presentata un'applicazione multipiattaforma chiamata VR4EDU, di cui si descrivono le scelte di progetto e lo sviluppo delle applicazioni di virtual reality, con particolare attenzione a una innovativa soluzione di "locomozione virtuale" che risulta essere intuitiva e usabile. Le applicazioni di VR4EDU possono funzionare su hardware a basso costo, diventando quindi appetibili per un uso didattico. L'approccio proposto \ue8 stato validato tramite uno studio con due classi dell'ultimo anno di scuola primaria, incentrato sull'identificazione e l'apprendimento dei generi musicali. Una valutazione preliminare dei risultati mostra un miglioramento nell'apprendimento della caratterizzazione del genere rispetto alle lezioni tradizionali basate su materiale stampato e ascolto passivo

Desarrollo de Soluciones para E-Learning: Diferentes Enfoques, un Objetivo Común

Abstract— As result of the discussions maintained at the Panel Session on “Software Development for E-Learning” of the 3rd Workshop on Software Engineering for E-Learning (ISELEAR’12), several points of view emerged regarding the conception, development and maintenance of E-Learning solutions. This paper summarizes and confronts these points of view: automated approaches, combination of different methodologies, emphasis on human and social aspects, domain- specific development approaches, model-driven / language- driven development and system integration approaches, and grammar-oriented development. While these points of view support different approaches to the engineering process, all of them share a common goal: to facilitate the development of complex E-Learning applications and solutions by multidisciplinary teams of software developers, instructors, domain experts, students and final users

Exposing Second Year Medical Students To The Clinical Reasoning Process Prior To High Fidelity Simulation Learning

Clinical reasoning is a highly complex process that is both difficult to impart and acquire (Bowen 2006, Custers 2005, Merriënboer 2010, Schmidt 2015). Second year medical learners appear to lack strategy to effectively step through the presented scenarios (Allen, personal communication, March 2, 2015). Though possessing a degree of background knowledge, immature clinical reasoning skills make data collection (focused history, focused review of systems and focused physical assessments) a challenge to efficiently navigate. As oppose to discriminating their line of questions, learners sweep through a wide range of information. Consequently, problem solving takes on a shot gun approach resulting in a lack of intentionality. This study aims to understand the effects of exposing learners to a computer based instruction (CBI) of the clinical reasoning process prior simulation learning. Instructional design techniques will be applied to understand the nature of the problem, derive a simulation performance assessment tool as well as to develop suitable computer based instruction. A repeated measurements study will be conducted to understand the effects of a computer based intervention on Second Year medical students\u27 simulation learning. Data collected will include performance in simulation (pre and post intervention), performance within the computer based instruction and learner perception of the effectiveness of the CBI. A one way repeated measures ANOVA will be used to compare a performance before and after exposure to the intervention. The same test will also be used to understand differences between learners exposed to the intervention versus learners who chose not to utilize the instructional material. Finally, learner perception data will be used to determine how learners regard the CBI for simulation learning preparation

Exploring the cost of eLearning within the field of health professions education: Scoping Review

No embargo required.Background: Existing research on the costs associated for design and deploying eLearning in health professions education is limited. The way in which these learning platforms compare in cost to face-to-face learning is also not well understood. The lack of pre-defined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. Objective: The key aim of this scoping review is to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores what data exists to define cost calculations related to eLearning. Methods: Scoping review using a search strategy of MeSH terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. Results: In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, sixty-one studies were excluded because they were unrelated to eLearning and focused on general education. One-hundred and three studies were excluded because of lack of detailed information regarding costs. These studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, four studies were excluded because of limited cost data insufficient for analysis. In total, 42 studies provide data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner; meaning the cost per individual student (n=13). The population most frequently cited was medical students (n=15), although a group of articles focused on multiple populations (n=12). A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies provide insight into ways eLearning has been budgeted and project managed through implementation. Conclusions: While cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is done so inconsistently. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction

Navigating Asynchronous Online Learning: The Impacts of Active Learning and Assigned Group Work on Student Motivation, Belonging, and Inclusion

Motivation, belonging, and inclusion are all critical factors for student success but can be difficult to support in asynchronous online courses. Active learning and required group work have been shown to increase student motivation in in-person and synchronous online courses, but little is known about their impact in online asynchronous settings. This dissertation aimed to 1) evaluate the effect of active learning on student motivation in an online asynchronous setting and 2) evaluate the impact of assigned group work on student motivation and perceptions of belonging and inclusion within the context of an online, asynchronous physiology laboratory course. It was found that students assigned to group work felt a greater sense of belonging and had higher competence-related beliefs and lower effort and psychological costs associated with the course compared to students not assigned to group work. Inductive coding of open-ended survey questions revealed that students assigned to group work perceived peer interactions as the most inclusive aspect of the course, while students not assigned to groups perceived instructor interactions as the most inclusive aspect