e-Learning and Team-based Learning. Practical Experience in Virtual Teams

Ficapal‐Cusí, Pilar; Boada-Grau, Joan

doi:10.1016/j.sbspro.2015.07.013

Cited by 13 publications

(5 citation statements)

References 7 publications

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“…[72] Implementing e-learning requires a multidisciplinary approach, and collaborative partnering is pivotal to the sustainability of e-learning. [40,41,73,74] E-learning improves education quality by using innovative and student-centred approaches where students are selfdirected, learn collaboratively and promote inquiry-based and lifelong learning. [75,76] Furthermore, the literature indicates that using technology would improve patients' quality of care.…”

Section: Discussionmentioning

confidence: 99%

E-learning in nursing education in Rwanda: A middle-range theory

Harerimana

Mtshali²

2021

JNEP

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Background: The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students’ needs and market’s demands. Recently, the Covid-19 pandemic is forcing educational instructions to shift from in-person to online learning. E-learning is one of the areas advancing rapidly and which provide promises in nursing education. The aim of this study was to develop a middle-range theory to guide the utilisation of an e-learning platform in nursing education in the context of Rwanda.Methods: A grounded theory approach, following Strauss and Corbin, was used. The study population included nurse educators, nursing students, Information and Communication Technologies (ICT) managers, and experts in e-learning and nursing education. The sample size consisted of 40 participants. Data were collected using in-depth interviews, focus group discussion and document analysis. Data analysis was guided by Strauss and Corbin’s grounded theory framework, which facilitated the middle-range theory development.Results: Implementation of e-learning in nursing education emerged as the central concept in this model. E-learning was viewed as a mechanism to advance the country’s political agenda to integrate technology in higher education, a tool to widen access to nursing education, a student-centred approach, and blended learning. The implementation of e-learning was facilitated by catalyst agents such as institutional support, e-readiness, partnerships and collaboration, policies and regulations, effective working learning management system, and bridging the digital divide. Integration of e-learning in nursing education was expected to improve nursing education quality and increase competent nurses and midwives graduates.Conclusions: This study highlights the importance of e-learning in nursing education. The adoption of the innovative, technology-enabled nursing education models would augment capacity to scale up nursing and midwifery education, enhance the quality and relevance of training, and adopt equity-focused policies. This model is a tool to facilitate the establishment of a supported network learning space in nursing education in a fluid and dynamically changing nursing practice context.

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Section: Discussionmentioning

confidence: 99%

E-learning in nursing education in Rwanda: A middle-range theory

Harerimana

Mtshali²

2021

JNEP

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“…Nevertheless, educators also should guide students to empower the collaboration between them. Other than that, this concept also will train students to perform, support and motivate their team, hence they will obtain a greater return from the tasks that had been provided (Pilar & Joan, 2015).…”

Section: Resultsmentioning

confidence: 99%

Effective Practices for Educators to Increase Online Interaction Quality

Razak

Shukor

2022

Utamax

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Amidst the Covid-19 Pandemic is still with us, the teaching and learning process has undergone a revolution towards digital academia. Educators doubt whether large online classes are effective because virtual classrooms hinder good communication as learners do not interact meaningfully to class lectures. This study aims to examine the ways that self-efficacy can help to enhance online interaction in terms of student-content, student-student, student-teacher and student-medium and to investigate whether these interaction types are influential in the moderating effect of the perceived harm of getting COVID-19.This is a cross-sectional study which employs quantitative methods using a questionnaire that is designed based on the Social Capital Theory and consists of two domains. A sample of 641 learners who have experienced Online Distance Learning whether in secondary school, foundation, diploma, or degree programme reported their virtual learning experience. This study reveals that most of the participants agree that they obtained an effective online learning, nevertheless several issues related to a competent virtual learning needs to be solved such as the need to acknowledge students’ personality traits that are proactive could empower internet self-efficacy and online interaction quality. These research findings encourages for proactive interactions from all parties involved and the call for more relevant classroom activities and material that could ensure the success of virtual academia.

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“…[68,69] The findings from this study indicated that the teaching strategies used were intended to encourage inquiry-based learning, which allows students to search for information in order to respond to problem cases that they have selected. [68,70] They also collect information from the internet, and may also use offline resources such as compact discs and books. As students research, analyse, synthesize and evaluate the information they collect, the tasks are very much studentcentred.…”

Section: Discussionmentioning

confidence: 99%

Facilitation strategies used in e-learning by nurse educators in Rwanda

Harerimana¹,

Mtshali²

2017

JNEP

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Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

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e-Learning and Team-based Learning. Practical Experience in Virtual Teams

Cited by 13 publications

References 7 publications

E-learning in nursing education in Rwanda: A middle-range theory

E-learning in nursing education in Rwanda: A middle-range theory

Effective Practices for Educators to Increase Online Interaction Quality

Facilitation strategies used in e-learning by nurse educators in Rwanda

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