Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education

Background A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. Objectives This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Design Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Methods Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Results Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. Conclusions The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated

Training verbal working memory in children with mild intellectual disabilities: effects on problem-solving

This multiple case study explores the effects of a cognitive training program in children with mild to borderline intellectual disability. Experimental training effects were evaluated comparing pre-post-test changes after (a) a baseline phase versus a training phase in the same participant, (b) an experimental training versus either a no intervention phase or a control training in two pairs of children matched for cognitive profile. Key elements of the training program included (1) exercises and card games targeting inhibition, switching, and verbal working memory, (2) guided practice emphasizing concrete strategies to engage in exercises, and (3) a variable amount of adult support. The results show that both verbal working memory analyzed with the listening span test and problem-solving tested with the Raven’s matrices were significantly enhanced after the experimental trainin

Qualitative analysis of academic group and discussion forum on Facebook

In the present study, data was triangulated and two methods of data analysis were used. Qualitative analysis was undertaken of free-text data from students’ reflective essaysto extract socially-related themes. Heuristic evaluation was conducted by expert evaluators, who investigated forum contributions and discourse in line with contemporary learning theory and considered the social\ud culture of participation. Findings of the qualitative analysis of students’ perceptions and results of the\ud heuristic evaluation of forum participation confirmed each other, indicating a warm social climate and a conducive, well-facilitated environment that supported individual styles of participation. It fostered interpersonal relationships between distance learners, as well as study-related benefits enhanced by peer teaching and insights acquired in a culture of social negotiation. The environment was effectively moderated, while supporting student-initiative.\u

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: A qualitative study

This study sought to gain insight into blended learning-naive sports science students’ understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3–4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching. © 2017 Informa UK Limited, trading as Taylor & Francis Grou

Photonic integration enabling new multiplexing concepts in optical board-to-board and rack-to-rack interconnects

New broadband applications are causing the datacenters to proliferate, raising the bar for higher interconnection speeds. So far, optical board-to-board and rack-to-rack interconnects relied primarily on low-cost commodity optical components assembled in a single package. Although this concept proved successful in the first generations of optical-interconnect modules, scalability is a daunting issue as signaling rates extend beyond 25 Gb/s. In this paper we present our work towards the development of two technology platforms for migration beyond Infiniband enhanced data rate (EDR), introducing new concepts in board-to-board and rack-to-rack interconnects. The first platform is developed in the framework of MIRAGE European project and relies on proven VCSEL technology, exploiting the inherent cost, yield, reliability and power consumption advantages of VCSELs. Wavelength multiplexing, PAM-4 modulation and multi-core fiber (MCF) multiplexing are introduced by combining VCSELs with integrated Si and glass photonics as well as BiCMOS electronics. An in-plane MCF-to-SOI interface is demonstrated, allowing coupling from the MCF cores to 340x400 nm Si waveguides. Development of a low-power VCSEL driver with integrated feed-forward equalizer is reported, allowing PAM-4 modulation of a bandwidth-limited VCSEL beyond 25 Gbaud. The second platform, developed within the frames of the European project PHOXTROT, considers the use of modulation formats of increased complexity in the context of optical interconnects. Powered by the evolution of DSP technology and towards an integration path between inter and intra datacenter traffic, this platform investigates optical interconnection system concepts capable to support 16QAM 40GBd data traffic, exploiting the advancements of silicon and polymer technologies

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

TQM and CSR nexus

Purpose: The aim of this paper is to explore the similarities and differences between Total Quality Management (TQM) and Corporate Social Responsibility (CSR). Moreover, the paper considers the implications of these similarities and differences for the future development of TQM and CSR. Methodological approach: Structured discourse analysis is used to systematically explore these two discursive subjects. Both concepts encompass discursive ideas and practices. Findings: Our analyses suggest that the two concepts share similar philosophical roots, that there is a substantial overlap between the elements of the two concepts, and that the ultimate expected outcomes shows significant similarities. Despite these similarities however, implementation of TQM will not necessarily result in CSR. Practical implications: Our findings lead to the conclusion that it is important to recognise the specific needs of CSR and include them as an implicit part of TQM. This conclusion has an important practical and descriptive theoretical implication and the extent to which CSR is diffused as a part of TQM depends on it. Research implications: Our analysis highlights the need for the development of a descriptive theory, that is to say, the identification of the mechanism(s) through which elements of CSR could be developed and implemented alongside that of TQM. Original/value: The question of the intersection between CSR and TQM has attracted the interest of other researchers. The majority of the previous work is normative. We contribute to this developing literature by adopting a systematic discursive approach using philosophy, elements of TQM / CSR process and outcomes as the framework for the analysis

Perceptions Among Students in Online Health Related Courses - A Pilot Study

Given the proliferation of online courses in university education, continuous evaluation is imperative to ensure quality. This study utilized a quantitative descriptive design using a questionnaire to explore the perceived adequacy and acceptance of distance learning in undergraduate health related courses. Questions were designed to elicit students\u27 reactions to teaching methods, course content, and how the format influenced their learning. Overall, acceptance of online courses is high. Most of the students were willing to take another online course in the future. Respondents felt that online courses offer more flexibility, encourage both independent and critical thinking skills, and that the course materials reinforce the learning process. Students also felt that educators were able to adequately explain concepts, provide sufficient assistance, and that the instruction was both current and at the appropriate level. Both students and faculty will benefit from the study by helping to facilitate the improved quality of online courses