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Journal Article

Examining Online College Cyber Cheating Methods and Prevention Measures  pp139-146

James Moten Jr., Alex Fitterer, Elise Brazier, Jonathan Leonard, Avis Brown

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: e-cheating, turnitin.com, writecheck.com, plagiarism, face-to-face, online

 

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Journal Article

A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195-205

Bernard Nkuyubwatsi

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential imp act on higher education in both developed and developing countries. This paper discusses, from a learners perspective, learning experience across four modes of learning: face‑to‑face, self‑guided/radio, online and MOOCs. My own educational experience exp anded across the first three mode of learning. To gain similar first‑hand experience in MOOCs, I enrolled in one cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross‑case analysis of the four modes of lea rning and identified strengths and limitations of each mode. Then I organised recurring patterns across the four learning modes into five themes: openness, availability, diversity, flexibility and interactivity. I found that each of these learning modes c an help learners achieve a significant milestone in learning, and accomplishment in one mode can bridge across to a different learning mode. I argue that a combination of learning modes, where applicable, can lead to better learning experience than an exc lusive use of a single mode. I also argue that each of these modes can contribute enormously to learners educational, socio‑economic, and cross‑cultural migration as well as to their geographical mobility. Each of these modes can also contribute to bridg ing an educational divide if stakeholders in education capitalize on the target learners strengths, on existing access to media and on openness in terms of content, assessment and accreditation. This paper is likely to benefit educational stakeholders wh o want to open up access to education and to reach learners in underprivileged settings, and those who are interested in cross‑cultural education development.

 

Keywords: in cross-cultural education development.Keywords: learning experience, face-to-face learning, self-guided/radio learning, online learning, learning from MOOCs, cross-cultural education

 

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Journal Article

Face‑to‑face vs. Real‑time Clinical Education: no Significant Difference  pp287-296

Y.Q. Mohammed, G. Waddington, P. Donnan

© Feb 2008 Volume 5 Issue 4, e-Learning in Health Care, Editor: Pam Moule, pp251 - 304

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Abstract

The main objective of this pilot research project was to determine whether the use of an internet broadband link to stream physiotherapy clinical education workshop proceedings in "real‑time" is of equivalent educational value to the traditional face‑to‑face experience. This project looked at the benefits of using the above technology as an educational tool and its impact on educators only, it did not investigate possible related factors such as the cost of employing this technology nor the technicalities of setting up the proposed technology as these objectives were beyond the scope of the study. In 2006 three physiotherapy educators' workshops were selected for streaming at the University of Canberra. Two groups of educators attended the workshops at geographically separate venues, face‑to‑face (on‑site) and real‑time internet streaming (off‑site). Group one (on‑site) attended face‑to‑face lectures at the Canberra Hospital ACT Australia; lectures were streamed using a standard personal computer and digital camera to group two (off‑site) at the University of Canberra and Calvary Hospital ACT. At the end of the workshops all participants completed the questionnaire survey. Obtained results were analyzed using t‑tests. No significant difference was found between the participants' assessment of the educational value derived from either off or on‑site attendance at the workshop.

 

Keywords: face-to-face, real-time, educators, clinical education, interactions internet broadband, telemedicine, videoconferencing

 

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Journal Issue

Volume 5 Issue 4, e-Learning in Health Care / Dec 2007  pp251‑304

Editor: Pam Moule

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Editorial

E‑learning is viewed as one way to support the development of healthcare professionals, offering flexible access to materials which enable practitioners to meet life‑long learning agendas. As a consequence a number of health professionals and health care institutions are looking to technology to provide necessary education, training materials and opportunities for personal and professional development and growth. The growing impetus to develop and embrace e‑learning in health care led to the convening of a mini‑track at the 6th European Conference on E‑Learning (ECEL) held in Denmark in 2007 and to invitations to support this Special Edition of the journal.

The papers present current international developments in the sector and capture the range of engagement in e‑learning from the instructivist provision of information through to engaging students in constructivist learning online. A range of health care professions is also represented in the discussions, as are differing education levels, from undergraduate to post graduate students and practitioners. Mohammed, Waddington and Donnan describe the use of an Internet broadband link to stream a ‘real time’ workshop to physiotherapists, whilst Burgess presents the use of e‑learning in a Nurse Prescribing Programme as part of a blended learning approach. Learner engagement through interactive online packages is described by Gilchrist and Lockyer et al. The paper by Lockyer et al additionally explores issues of transferring e‑learning into practice and the potential effects on patient care, a much under‑researched area. Pulman presents the benefits and limitations of project Virtual Europe, case scenarios that encourage learners to construct their learning through evaluating different approaches to health care across Europe. The final paper by Courtney focuses on the use of e‑learning by lecturing staff in health care. The use of an online Community of Practice to support lecturers developing Learning Objects (LOs) is considered and discussions developed to consider the role of LOs in practice education.

 

Keywords: Box and whisker plot, Boxplots, cancer care, clinical education, Communities of Practice, community development support, Designated Medical Practitioner, educators, e-learning, evaluation, face-to-face, health education, interactions, intercultural, international, internet broadband, Interprofessional learning, interprofessional Learning Objects, Interprofessional Practice, Learning Objects, nurse prescribing, nursing education, qualitative research, real-time, Reified Objects, Reusable learning object, simulated community, telemedicine, videoconferencing, Virtual Europe, workplace learning

 

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Journal Issue

Volume 11 Issue 2 / Jun 2013  pp80‑167

Editor: Roy Williams

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Keywords: online learning; professional development; perceived usefulness of technology; perceived ease of use of technology; online qualifications, pre-service teacher education; secondary school teachers; technology uses in education; teaching methods, weblogs, blogs, e-learning; online assessment; adaptive assessment; learning management systems; web-based systems; ancient Greek literature; Greek lyric poetry, action research, reflective practitioner, social networking technologies, continuous professional development, virtual classroom, synchronous, online learning, technology adoption, e-cheating, turnitin.com, writecheck.com, plagiarism, face-to-face, online, virtual worlds, LMS, sloodle

 

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