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In this research, we examine the results of interviews with nurse educators, nursing experts, and recent nurse graduates to determine how the pandemic-driven move to virtual study affected the delivery of experiential learning.
Did nursing students learn the necessary skills required for safe and effective practice? How did the move to online learning affect student engagement and academic dishonesty? Were there benefits specific to virtual learning that can be incorporated into future teaching efforts?
In the last year or so the future arrived with a flourish as the latest advance in artificial intelligence, large language models, took the world by storm. But if AI is the unstoppable force, education seems sometimes to be the immovable object.
This study aims to analyze the effect of e-learning on VET learning, the factors that support the success of e-learning, and the role of e-learning in practical learning performance. This type of research was a quantitative study with a meta-analysis approach. A total of 18 articles on e-learning in VET learning were selected as samples. The 18 articles were taken from the journal of Sinta accredited (the national index in Indonesia). The data is analyzed by determining the effect size value. The main finding of this study indicates that e-learning has a significant influence on VET learning. This result is obtained by measuring the average effect size value of 18 articles which is 0.344 > 0.25, categorized as a significant effect category. Another interesting finding is that the effect of e-learning in VET learning is only on the learning outcomes of particular theoretical and performance learning, increased motivation, and increased interest. For performance learning, not all can be accommodated by e-learning, only practical learning using computer and internet media such as digital simulation learning and WEB programming. Whereas in conventional performance/practical learning, e-learning cannot be used as the primary form of learning. The limitation of this study is the low number of studies on the use of e-learning in VET learning. As a result, this study provides a less broad representation. A meta-analysis on the effect of e-learning on VET learning is undoubtedly an exciting study. The reason is that almost all forms of VET learning are performance learning (practical learning). Therefore, e-learning in VET practical learning is a new study that can be developed.
The transition from traditional to virtual and hybrid workplace environments has proven to be irreversible. Reports by Google data on Generation Z behavior indicate that a significant majority of this population has become accustomed to online-based learning through visually rich, technology-based and socially interactive platforms. Many Generation Z learners have expressed a high preference for virtual and blended learning over traditional programs that usually require them to enroll and attend physical classrooms to attain certain qualifications.
Via Edumorfosis
If your career in higher education administration spans a decade or two, you have had enough time to observe new products and ideas that were supposed to change everything but didn’t really produce the comprehensive revolutions predicted.
Higher education institutions worldwide faced challenges when switching to online learning due to the COVID-19 pandemic.
However, the experience highlighted how online learning could make education more engaging and accessible for many students.
Lecturers and teachers should embrace the opportunities offered by digital distance learning to revolutionize education for the better.
This brief provides an overview of selected online and digital tools to support career guidance for young people and adults.
This inventory showcases tools aimed at supporting career development processes of young people and adults, and complements the ILO Policy guidance note on digitalising career guidance services. This synthesis contains 25 exemplary online and digital websites, tools and platforms, from all global regions, and provides brief insight onto publics and needs addressed, their functionalities, accessibility and integration into career guidance processes.
How do we marry the substantial research on effective teaching and learning with our knowledge and experience of instructional design to ensure effective learning and increase student retention and course completion?
What pedagogical techniques are needed to make online learning engaging and empowering for students?
In this interactive webinar, Dr. Linda Nilson provides:
Specific approaches to course design you can take to increased retention and completion.
Practical insights on how to improve your online teaching, based on cognitive science and instructional design. Approaches to the assessment of learning that help students succeed.
Three Key Takeaways
We can do much more to ensure student engagement and completion, but it requires us to make effective use of the practices of instructional design and the knowledge from cognitive learning research in the way we design, deliver and support students.
We can ensure, but it requires us to think and design carefully our courses so that they are focused and aligned with key program level outcomes.
We can foster rigour and quality, but this requires us to teach effectively and adequately prepare our students to perform well on out assessments.
Online education is becoming increasingly popular today, with dozens of online courses being held on a regular basis all over the globe. So why does online learning attract millions of people around the world? How does it enhance your professional skills and advance your career, and what is the future of this education trend?
Nowadays, studying on the Internet is not only popular, but it is also very convenient. Starting from choosing an educational course, picking the right tutor, planning the time for the classes, and carrying out payments—everything can be easily done online.
Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.
Carried out over 12 months between September 2020 and September 2021, this EU comparative educational study aimed to assess the actual and potential role of digital technologies in promoting access, quality and equity in compulsory school education across Europe, and their role in complementing and enhancing traditional forms of teaching and learning.
data on distance learning is actually pretty clear: it can be just as good as its in-person counterpart, provided the course is well-designed. In fact, some experts say distance ed can even outperform traditional classroom set-ups, especially for students whose first language isn’t English, whose families experience poverty, or who have learning disabilities.
Are you new to the field of eLearning? Maybe you’ve chosen to move into an eLearning role, or maybe you’ve been asked to take on new responsibilities and now have to figure out where to start.
Join Anastasia McCune for a look at some of the common tasks, techniques and tools you can use as you plan, create and launch an eLearning course, including:
How to repurpose old content
Why and how to create a storyboard using Word
How to create an eLearning course using Adobe Captivate
How to add a quiz
How to publish and track results
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rtificial Intelligence (AI) has been the talk of the town, promising transformative learning experiences. However, for many learning and development professionals, the path from understanding the potential of AI to practically integrating it into eLearning remains unclear. This session, titled "Beyond the Buzzwords: Practical Steps to Integrate AI in eLearning," offers the roadmap to demystify this journey.
In this engaging session, attendees will first gain a high-level understanding of AI's potential in the eLearning landscape. This foundational knowledge will serve as the basis for the more practical, hands-on exploration of AI integration strategies. Participants will learn the key considerations when planning AI implementation, such as selecting the appropriate eLearning content for AI enhancement, understanding the technical prerequisites, and navigating potential challenges that may arise during the process.
By the end of the session, attendees will have a clear roadmap to embark on their own journey of AI integration in eLearning, equipped with practical knowledge, strategies, and inspiration.
Key Learning Objectives:
Understand the transformative potential of AI within the eLearning landscape and its ability to enhance learner engagement and personalize learning experiences
Learn about practical strategies and considerations for integrating AI into eLearning modules
Gain insights into navigating potential challenges that may arise during the AI implementation process
See real examples of AI-enabled eLearning, offering context and understanding of AI's utility
Gain confidence and practical knowledge to embark on your own journey of AI integration in eLearning
Generative AI tools have taken the world by storm. Due to their ability to generate content based on prompts, these tools can revolutionize eLearning design and development. Here's how.
How Generative AI Tools Can Revolutionize eLearning
Generative AI tools can generate content or media from given prompts. This capability to generate text, images, audio, or video has opened up many possibilities. It is natural that the eLearning industry, which thrives on innovation and creativity involving text, image, audio, and video will be revolutionized by such AI tools. Let’s have a look at how AI tools like ChatGPT can influence the eLearning industry.
Mentoring faculty and students is a growth activity in our universities, colleges, polytechnics and training centres. But how can it be done efficiently and effectively? What are the institutional support requirements for mentors? What do we know about best and effective practice? What are the cautions and dangers? Full of examples, case studies, insights and research evidence, these skilled and experienced researchers bring their considerable expertise to bear on these and other related questions.
Authors of a new book discuss why colleges should gauge the return on investment for online learning and the cultural impediments to doing so.
Via LGA
The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-lea
This reflection paper offers a systematic overview of the current debate on how the impact of the pandemic has been valued for digital and online learning practices and adaptations. As the pandemic has forced the established understanding of education and learning towards rapid digitalization, this reflection focuses on the post-COVID-19 pandemic period and asks what kinds of propositions are indispensable, so that the deployed digital transformation of teaching and learning can endure in the future. In other words, will higher education return to known concepts and methods of primarily analogous teaching and learning in the post-pandemic period, or will the digital transformation last beyond the pandemic? Finally, who will benefit from continuing the digital transformation in higher education and who will be disadvantaged?
BestColleges’ seventh annual Online Education Trends Report offers insights developed by analyzing feedback provided by students and school administrators. This report includes our fifth year of original data collection and features participation from 366 school administrators and 1,800 students. Students surveyed include prospective online students, current online students (i.e., those enrolled in fully online programs), current remote learners (i.e., those enrolled in courses not offered in person due to COVID-19), and online program alumni. Findings are presented in four categories: the learning experience, marketing and recruitment, program design and administration, and student satisfaction.
Via Edumorfosis, LGA, Bruno De Lièvre
En français. Une analyse DACUM en mode virtuel https://drive.google.com/file/d/1t2d9gzXPi5mcYEwlRndUrtCZCuHSftRT/edit Abstract This article takes stock of an online DACUM analysis led between May and October 2020. It aims at identifying the requirements of the virtual mode, its advantages, its limitations, and to draw lessons from this experimentation. Keywords DACUM, Online training, eLearning, Vocational education and training Résumé Le présent article dresse le bilan d'une analyse DACUM en mode virtuel conduite entre mai et octobre 2020. Il a pour but d'en cerner les exigences, les avantages et les limites et de tirer des enseignements de cette expérimentation. Mots-clés DACUM, Apprentissage virtuel, eLearning, Enseignement professionnel
Online learning can help re-energize the workforce, but simply shifting learning online is not enough. The province must plan strategically for it.
This paper identified emerging development in utilizing information technology towards the forceful dispersal of information relating to vocational skills. It focused on a significant challenge of generating funds from vocational skills. The paper justified the need for a system that provides relevant information relating to vocational skills to the learned and unlearned and generating income for those who possess the skills in a case study. The paper encapsulates a vis-a-vis oral interview and a focus group method addressing students of Obafemi Awolowo University (OAU), Ile-Ife, with dexterous vocational skills, as well as vocational workers at the vocational centers within the OAU community in order to know their views on showcasing their skills on a web platform. Overall data were collected from 176 respondents, with 40 students who have vocational skills responding, and the remaining 136 responses from the vocational workers who are not students. The analysis attests to the fact that it is crucial to have a platform that allows people to showcase their potentials, vocational skills, dexterity, and talents.
It does a disservice to students to assume that in-person and online learning is anything similar, so faculty need time and resources to adapt to their new environment.
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