The effectiveness of blended learning in basic life support training among nursing students: A systematic review

Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration.   Keywords: Basic life support, blended learning, nursing students, systematic revie

Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University

The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning. By exploring key proficiencies concerning the integration of a variability of learning technologies in these courses an exertion is being made to control how the teacher’s role can design for effective integration of technology into the curriculum. While a blend of new media can suggestion significant occasions for lecturers in higher education, this can also be a discouraging obstacle for strangers. Subsequently it is expected that what is presented here in terms of the capability from these courses, can contribution academic staff in feeling at easiness with using a variety of learning technologies to support e-lecturer and Problem-based Learning and reproduce that in their own teaching practice in their disciplines. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outclassing surfers) using a range of learning technologies to support e-lec

Effectiveness and Key Success Factors for Implementation of Problem-Based Learning in Debre Tabor University: A Mixed Methods Study

BACKGROUND፡ Problem-based learning has been adopted as a core educational strategy for education of health professionals in more than a dozen of higher education institutions in Ethiopia. Debre Tabor University College of Health Sciences (DTUCHS) is one of the adopters. However, its effectiveness has not been researched yet. Thus, the objective of this study is to assess the quality of PBL implementation, its effectiveness in developing desired student learning outcomes and factors that facilitate or impede PBL implementation.METHODS: A cross-sectional study was conducted in DTUCHS from May to June 2018. We collected quantitative data from students and tutors using self-administered questionnaire. We complemented this with key informant interviews with academic leaders. We computed descriptive statistics from quantitative data while qualitative data were subjected to thematic analysis.RESULTS: A total of 308 students, 42 tutors and 8 academic leaders were included in the study. Students, tutors and academic leaders perceived that PBL was effective in developing knowledge, problem-solving skills, self-directed learning skills and collaboration competencies. The implementation process showed the existence of clear objectives, appropriate cases, and reasonable workload. Students rated tutors' performance positively, and tutors also rated student learning affirmatively. However, unlike tutors, students thought that the assessment of student performance in PBL was not appropriate. The factors that facilitated PBL implementation were students' and tutors' buy-in, clear curriculum design, adequate infrastructure, commitment to hire more faculty and develop their teaching skills continuously and strong coordination and monitoring.CONCLUSION: The findingsof our study support the introduction of PBL in a resource-constrained setting. Students, tutors and academic leaders perceived PBL to be effective in achieving desired student learning outcomes. Its implementation was considered consistent with the principles of PBL. Respondents identified the presence of enabling factors to implement PBL in Debre TaborUniversity (DTU)

Best practices of problem-based learning implementation for IT courses from students perspectives

Problem-based learning (PBL) is a powerful learning approach that leads to enhance and sustain learning towards student centered, problem focused, self-reflective learning, and self-directed learning. This may improve student ability in problem solving, critical thinking, work as a teamwork, and leadership.All these soft skills are important to IT students as a preparation for their future career development. Unfortunately, there is no statistical evidence to support the effectiveness of the PBL implementation as claim by many researchers. Therefore, the top management of Higher Education Institution (HEI) is really concerned with the effectiveness of the Problem-based Learning (PBL) implementation of certain courses in the university.The effectiveness of the PBL implementation is actually depends on the best practices of the PBL implementation of the IT courses.Thus, this study aims to identify the factors and the relationship among factors that influence the best practices of PBL implementation of IT courses from students' perspectives. The student perception of the PBL implementation of IT courses also take-in consideration as one of the effective measurement in this study.The student’s perception is important to ensure the successfulness of the PBL implementation.The study involved three (3) main phases: firstly PBL implementation factors are identified, secondly, a PBL model of IT courses is constructing, and finally, the proposed PBL model is validated using statistical analysis.Four main factors are identified: PBL Course Assessment, PBL Characteristics, PBL Practices, and Students’ Perception.Based on these four factors, a PBL model is constructed. Then, based on the proposed PBL model, six hypotheses are formulated and analyzed to validate the model.The results show that all hypotheses are significantly acceptable. The result also shows that the PBL Characteristics and PBL Course Assessment factors are significantly influenced the PBL Practices and indirectly influenced the Students’ Perception of the PBL Implementation for IT courses. This PBL model can assist instructors, decision makers in enhancing the PBL learning strategy of IT courses. It is also can be tested to other courses in various educational domains in the future

Exploring lifelong learning as a strategy for professional technical vocational education and training curriculum developers in Botswana

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD.Adult Basic Education (ABET)M. Ed. (Adult Education

Optimization of Mobility Parameters using Fuzzy Logic and Reinforcement Learning in Self-Organizing Networks

In this thesis, several optimization techniques for next-generation wireless networks are proposed to solve different problems in the field of Self-Organizing Networks and heterogeneous networks. The common basis of these problems is that network parameters are automatically tuned to deal with the specific problem. As the set of network parameters is extremely large, this work mainly focuses on parameters involved in mobility management. In addition, the proposed self-tuning schemes are based on Fuzzy Logic Controllers (FLC), whose potential lies in the capability to express the knowledge in a similar way to the human perception and reasoning. In addition, in those cases in which a mathematical approach has been required to optimize the behavior of the FLC, the selected solution has been Reinforcement Learning, since this methodology is especially appropriate for learning from interaction, which becomes essential in complex systems such as wireless networks. Taking this into account, firstly, a new Mobility Load Balancing (MLB) scheme is proposed to solve persistent congestion problems in next-generation wireless networks, in particular, due to an uneven spatial traffic distribution, which typically leads to an inefficient usage of resources. A key feature of the proposed algorithm is that not only the parameters are optimized, but also the parameter tuning strategy. Secondly, a novel MLB algorithm for enterprise femtocells scenarios is proposed. Such scenarios are characterized by the lack of a thorough deployment of these low-cost nodes, meaning that a more efficient use of radio resources can be achieved by applying effective MLB schemes. As in the previous problem, the optimization of the self-tuning process is also studied in this case. Thirdly, a new self-tuning algorithm for Mobility Robustness Optimization (MRO) is proposed. This study includes the impact of context factors such as the system load and user speed, as well as a proposal for coordination between the designed MLB and MRO functions. Fourthly, a novel self-tuning algorithm for Traffic Steering (TS) in heterogeneous networks is proposed. The main features of the proposed algorithm are the flexibility to support different operator policies and the adaptation capability to network variations. Finally, with the aim of validating the proposed techniques, a dynamic system-level simulator for Long-Term Evolution (LTE) networks has been designed

Understanding student learning gain: using student-staff partnerships within Higher Education to inform the continuous improvement process

The Higher Education sector has increasingly been subjected to an ongoing process of marketisation. Students are now seeking assurances regarding the value for money of the course that they decide to study. Understanding the learning experience of students on a course, or in the context of marketisation, the students’ own perception of their learning, has now become an imperative. This paper considers a student-staff partnership approach to gather students’ own perceptions of the Learning Gain that they have achieved on a university course. This understanding can then be used to improve teaching for subsequent cohorts of students. The Learning Gain model used considers both the explicit knowledge gained by a student called Distance Travelled (models and theories) and their tacit understanding called Journey Travelled (practical skills and know-how). Data was collected from Business/Finance students at a UK university. The research follows an inductive approach, using a ‘survey’ based primary data collection strategy, with a cross-sectional time horizon and a non-probability purposive critical sampling method. This mono-method research uses self-reflective surveys to collect ordinal (ranked) data from participants. Questions were derived from intended learning outcomes and were based upon descriptive linguistic labels ranging from ‘No Change, ‘Minor Improvement, ‘Moderate Improvement, ‘Significant Improvement’ to ‘Exceptional Improvement’. This enabled participants to reflect holistically upon how they perceive their own learning to have changed from studying this university course. Analysis of the data collected by this study identified differences in student learning against individual questions, and more importantly, against Distance Travelled and Journey Travelled. Questions reporting high levels of perceived learning indicated successful teaching, and good practice that could be identified and disseminated. Questions reporting low levels of perceived learning indicated potential problem areas which presented an opportunity for rethinking the delivery and support being provided so that a more effective educational experience could be generated. Students reporting high or low Distance Travelled, whilst simultaneously reporting the converse for Journey Travelled, are thought to indicate a natural disposition towards either explicit knowledge (theoretical) or tacit understanding (practical). The evidence from this study demonstrates that taking a student-staff partnership approach has provided the teaching team with a helpful understanding of the education being delivered. In the context of academic development, this will influence proactive actions to be taken as part of the continuous improvement process for enhancing teaching delivery and effectiveness and ultimately ensuring the quality of the course and its value for money

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings