Building an Online Copyright Module: A Case Study in Collaborative Learning

Yates, S. W.; Thorn, Melanie; Han, Amy; Deacon, Megan

doi:10.1016/b978-0-08-102084-5.00009-2

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Despite the collaborative nature of the didactic approach, students can freely choose their study time and place, as the e-learning allows both synchronous and asynchronous collaboration. [35] To complete the course, students need a total study time of 6 to 8 hours. Students have three months to complete the course.…”

Section: Methodsmentioning

confidence: 99%

Long-term effects of an e-learning course on patient safety: A controlled longitudinal study with medical students

et al. 2019

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BackgroundTo improve patient safety, educational interventions on all system levels, including medical school are necessary. Sound theoretical knowledge on elements influencing patient safety (such as error management or team work) is the basis for behavioral changes of health care professionals.MethodsA controlled, quasi-experimental study with repeated measures was deployed. The intervention group participated in a mandatory e-learning course on patient safety (ELPAS) between October 2016 and December 2016. The control group did not receive any didactic session on patient safety. In both groups we measured technical knowledge and attitudes towards patient safety before the intervention (T0), directly after the intervention (T1) and one year after the intervention (T2). Participants were 309 third-year medical students in the intervention group and 154 first- and second-year medical students in the control group.ResultsTechnical knowledge in the intervention group (but not the control group) improved significantly after the intervention and remained high after one year (F(2, 84) = 13.506, p < .001, η2 = .243). Students of the intervention group felt better prepared for safe patient practice, even one year after the intervention F(2, 85) = 6.743, p < .002, η2 = .137). There was no sustainable significant effect on attitudes towards patient safety.ConclusionThis study shows, that eLearning interventions can produce significant long-term effects on patient safety knowledge, however, the study did not show long-term effects on attitudes towards patient safety. Our study implies two potential developments for future research: e-learning might be used in combination with face-to-face sessions, or more intensive (in terms of frequency and duration) e-learning sessions may be needed to achieve lasting changes in attitude.

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Section: Methodsmentioning

confidence: 99%

Long-term effects of an e-learning course on patient safety: A controlled longitudinal study with medical students

et al. 2019

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“…The use of online education platform comes as a powerful alternative to face to face education (Mbuva, 2015). Other effective technologies that can be used to deliver online education include (a) interactive audio or video conferencing that provide real-time interaction, (b) pre-recorded audio or video that can be used to present class lectures and visually oriented content and allow students to watch/ listen at their own pace, (c) discussion forums and threads that allow students to interact with their instructor and with each other, and (d) electronic mail that can be used to send messages and assignment feedback (Al Ghamdi, 2017;Bell & Fedeman, 2013;Simonson et al, 2014, Yates, Thorn, Han, & Deacon, 2018).…”

Section: Influence Of Technologymentioning

confidence: 99%

A Mixed Methods Study Of The Implementation Of Collaborative Technology Tools For Enhancing Collaboration And Student Engagement In Online Learning: Faculty Experiences And Student Perspectives

Alahmari¹

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In the Name of Allah, the Beneficent, the Merciful. All praise and thanks are due to Allah, the Lord of the Universe for the blessing providing me the strength and patience to complete this dissertation. I pray that I utilize the knowledge Allah has provided me through this journey for good and to benefit others earnestly. First and foremost, I would like to express my sincere appreciation to my dissertation committee chairperson, Dr. Ryan Brown, for the invaluable support, guidance, and encouragement throughout my journey. I would also like to acknowledge my dissertation committee members, Dr. Steve Mertens, Dr. Lydia Kyei-Blankson, and Dr. Jay Percell for their insightful comments and encouragemen. Their guidance, advice, and support have largely contributed to the successful completion of this dissertation. I would like to express my great gratitude to my family for all of the spiritual support throughout this process. To my parents, thank you for your prayers, inspiration, and endless encouragement. Thank you for believing in me and I hope that I have made you proud. To my sisters and brothers, thank you for all the love, encouragement, and endless support. To my beloved husband, words cannot express my appreciation and gratitude to you for being always by my side to provide love and support. Without your care, patience, sacrifices, and endless support, I would not be where I am today. To my brilliant children, thank you for being my inspiration to achieve greatness and success. Thank you for all the love, joy, and happiness that you gave me. Thank you for coming into my life, you are my greatest accomplishment.

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“…New technologies have rendered librarian-professor integration more effective and dynamic, with course design that draws from a wide variety of high quality resources to favour learning (Laverty & Stockley, 2008;Cooke, 2012;Tait;Martzoukou & Reid, 2016;Yates et al, 2018). In health service provision, another area where such partnering is routine, librarians are regarded as essential members of inter-disciplinary medical teams, acting as specialised professionals with more than merely ancillary tasks (Giuse, 1997;Tan & Maggio, 2013).…”

Section: This Articlementioning

confidence: 99%