The paper presents the successful transition into distance learning and shows the leaders’ role in higher education organisations. The authors discuss qualitative research carried out in 2021 on the ...perspective of the education leaders, their role and their significant impact on the educational process’s success and effectiveness. The pandemic period showed the weakness of educational organisations. That was a good chance to review existing situations and organisations’ preparation for the transition into distance learning. The research shows the weak points of the organisations and the impact of the higher education organisations’ leaders in managing the transition period by assuring high-quality education. The findings/conclusions obtained from the research focus/emphasise the importance of communication between university management and departments, the evaluation provided by students, the balance of traditional things and virtual tools, variety in teaching and learning, opportunities of the didactics and proactive communication. The article will be interesting both to researchers of higher education development problems in the direction of digitalisation (in particular, distance learning organisations) and to practitioners who are directly involved in modernising the educational process utilising online technologies.
Radiation Oncology is a complex specialty requiring nurses to maintain a broad spectrum of current, evidence-based knowledge in order to ensure safe and high quality patient and family care. Nursing ...knowledge and expertise across domains including clinical, psychosocial and supportive care, and up-to-date skills, is critical to patient outcomes. Plan/Develop/ Implement education opportunities that increase RadOnc nursing knowledge, practice and skills through streamlining concepts for new staff while highlighting updates in content to seasoned staff. Establish and monitor measures for nursing education/practice initiatives to lead continuous improvement. Evaluate innovative approaches to improve nursing education opportunities (e.g. VR, real-time and asynchronous virtual education) leveraging existing and new technologies. Evaluate, understand, and lead initiatives to improve nursing satisfaction responses. Goal Statement (SMART): * Plan/Develop/Implement education opportunities that increase RadOnc nursing knowledge, practice and skills through streamlining concepts for new staff while highlighting updates in content to seasoned staff.. * Establish and monitor measures for nursing education/practice initiatives to lead continuous improvement. * Evaluate innovative approaches to improve nursing education opportunities (e.g. VR, real-time and asynchronous virtual education) leveraging existing and new technologies. * Evaluate, understand, and lead initiatives to improve nursing satisfaction responses. Metrics were as follows: * Plan, develop and implement four to six ed nursing programs annually. * Achieve 50% attendance by RadOnc nurses/MAs/ CSAs across locations annually. * Increase number of new professionally certified nurses, and number of nurses maintaining certification. * Increase number of nurses advancing through the clinical ladder. * Increase number of nurses with certificates. * Respond to nursing practice/knowledge needs via Rad Onc specific nursing activities and education, providing nursing NPDCs.
Harrison Schramm, Isaac Rubin and Norah Schramm investigate the impact distance learning may have had on the grades of students at a California high school
Harrison Schramm, Isaac Rubin and Norah ...Schramm investigate the impact distance learning may have had on the grades of students at a California high school.
This study aims to produce an e-learning product in the form of WhatsApp Group Discussions that are valid and feasible to use. This research based on the idea of overcoming problems about the limited ...interaction between teachers and students in the classroom, and responding to technological developments that enter education. This research uses the development steps from Gall and Brog. The instrument used is an expert learning and technology validation sheet. The results of the validation data analyzed using a combined analysis formula to determine the feasibility of the product. This research conducted on students of PGSD UNU Blitar. The results of the study show that in combination, the products developed have met the criteria sufficiently valid. This indicates that in terms of learning and technology the product is feasible and can be used in lectures. Thus, the product can overcome the problem of limited interaction between lecturers and students of UNU Blitar in lectures activity.
Objectives: Videolaryngoscopes are considered useful in difficult intubation and have been included in recent guidelines. However, videolaryngoscopy training is inadequate and the learning curve is ...slow. Therefore, as an alternative to face-to-face education, it was aimed to evaluate the effect of video-mediated distance education on the adaptation process to the videolaryngoscope. Materials and Methods: Fifth - 6th grade medical faculty students and residents with less than 1 year experience without videolaryngoscopy practice were divided into two groups as video-mediated distance education (Group 1) and face-to-face education (Group 2) groups. Laryngoscope placement and larynx visualization times, Cormack Lehane (CML) score, tube placement and total intubation times, and intubation performances of the practitioners were evaluated on the mannequin with three applications repeated at intervals of one week. Results: Thirty-five practitioners were included, 18 (10 female, 8 male) in Group 1 and 17 (12 female, 5 male) in Group 2. While tube placement and total intubation time were significantly shortened in intragroup evaluations in both groups 32 (15.25-87) vs 16 (12.75-20.75), p=0.006; 32 (19.5-44.5) vs 14 (10-17.5), p=0.006; there was no significant difference between the groups. While the CML score was 84% in Group 1 in the first application, this rate was 88% in Group 2. In the third application, the CML score was found to be 1 at a rate of 95% in Group 1 and 100% in Group 2 (p>0.05). Conclusion: Videolaryngoscopes can be used for airway, laryngoscopy, intubation training as well as difficult airway management. The problem caused by the low number of people who will provide videolaryngoscope usage training can be overcome with video trainings and more people can be easily accessed. Video-mediated distance learning for videolaryngoscopy is a good alternative to face-to-face training.
Abstract
Augmented reality has come a long way from the concept of science fiction to science-based reality. Until recently, the cost of augmented reality was so high that designers only dreamed of ...working on an AR related design project. Things have changed now, and augmented reality is also available on mobile phones. An e-learning Augmented Reality application for immersive and practical based learning is proposed in this paper where any student can make use of this platform to learn concepts easily in Augmented Reality. This has been implemented by using technologies like Unity, Zappar and deploying the project on web using python and Django. By incorporating AR technology in education, students can effectively learn and understand complex concepts in a more engaging and interactive way.
In-person teaching activities at the University of British Columbia’s Okanagan campus were curtailed in the midst of a semester as a result of the global shutdowns imposed by the COVID-19 pandemic. ...All instruction shifted online, and this rapid transition to emergency remote teaching had negative impacts on student learning, engagement, and mental well-being. This phenomenological study describes the results of surveys and interviews used to assess the emergency remote teaching experiences of students enrolled in second-year chemistry courses. Major student challenges included issues with motivation and engagement, personal scheduling, faculty communication, and increased stress and anxiety. This research recommends clear communication and flexible teaching and assessment methods to accommodate the assorted complications faced by our students.
The aim of this paper was to examine the opinion of chemistry teachers on distance learning realized during the COVID-19 pandemic in the period from March 17 to June 15, 2020. The sample includes 75 ...primary and secondary school chemistry teachers. The results show that the third of teachers and students followed the teaching contents in chemistry that were broadcast on the channels of the Public Media Service of Serbia. Most teachers realized distance learning using the Google classroom, using teaching materials that they created in the form of presentations, videos and tests, while communication with students and parents was mostly reduced to Viber and social networks. Chemistry teachers had difficulties during the planning and preparation of teaching materials, but also during the assessment which, in the opinion of most teachers, was not objective. The paper presents the suggestions of teachers in order to improve the assessment process. The general attitude and satisfaction of chemistry teachers about the realized teaching is divided - while some teachers are very satisfied, others are dissatisfied. Chemistry teachers have clearly pointed out the need for professional training in the field of making materials for distance learning, working with software and platforms for the implementation of teaching itself, but also in the field of methodological training and preparation for distance learning.
In January 2020, the Department of Health and Human Services (HHS) declared the COVID-19 pandemic to be a public health emergency (PHE). As a result of this declaration, organizations delivering the ...National DPP lifestyle change program (LCP) had to decide whether to hold program sessions virtually, in socially distanced spaces, or discontinue (temporarily or permanently). This analysis looks at how CDC-recognized organizations chose to deliver, or not deliver, the LCP during this time. As of data submitted by October 2022, 1,810 organizations had delivered at least one session since 2019, the year leading up to the PHE. At the start of 2020, 1,370 organizations were active: 1,251 in-person, 28 online, 44 distance learning, and 47 combination. The remaining 440 were either approved during the PHE or had gone inactive before the start of it. Of those active at the start of 2020, 219 (16%) had not submitted data on sessions held on or after this time, indicating a pause in delivery. Since the PHE began, 373 new organizations have been approved, 357 of which are still active. Of these new organizations, 241 have been mainly focused on delivery with at least one virtual component. Approval of new organizations in 2020 decreased for those delivering in-person, whereas approval of new online, distance learning, and combination organizations increased by 207%, 158%, and 122%, respectively. Data submitted by in-person organizations in 2020 and 2021 indicated that many of them delivered only virtual sessions during that time, which might explain the large increases in approval of virtual organizations. New enrollment after the start of 2020 among these organizations was 185,596 as of October 2022: 62,217 in in-person organizations, 99,688 in online, 14,859 in distance learning, and 8,832 in combination. As we move out of the PHE, we are mindful of the need to help organizations delivering the LCP adapt to more flexible delivery to accommodate participants’ evolving needs.
Disclosure
E.Ely: None.
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