E-learning Competencies for University and College Staff

Roszak, Magdalena; Mokwa-Tarnowska, Iwona; Kołodziejczak, Barbara

doi:10.1007/978-3-030-05026-9_11

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The substantive content, depending on the nature of the subject, has a predicted lifespan of from 5 to 7 years from teaching the course [ 19 , 58 , 59 ]. The amount of time required to create an electronic question bank in the first year of e-testing and evaluation is more significant than that required for paper-based test versions, but it is spread over 5 to 7 years of use.…”

Section: The Analysis Of the Amount Of Time Needed To Create An Examination Question Bankmentioning

confidence: 99%

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

et al. 2021

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The COVID-19 pandemic had a huge impact on the learning and teaching processes, particularly in healthcare education and training, because of the principal position of the cutting-edge student–patient interaction. Replacing the traditional form of organization and implementation of knowledge evaluation with its web-based equivalent on an e-learning platform optimizes the whole didactic process not only for the unit carrying it out but, above all, for students. This research is focused on the effectiveness of the application of e-learning for computer-based knowledge evaluation and optimizing exam administration for students of medical sciences. The proposed approach is considered in two categories: from the perspective of the providers of the evaluation process, that is, the teaching unit; and the recipients of the evaluation process, that is, the students.

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Section: The Analysis Of the Amount Of Time Needed To Create An Examination Question Bankmentioning

confidence: 99%

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

et al. 2021

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“…The state of epidemic made it necessary for academic teachers to improve their professional qualifications, particularly to work with e-learning tools and specialist utilities, and to contribute to the building of online learners' communities. Academic teachers working at medical universities have to regularly advance their IT competences and to be trained in online class design (Roszak et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

E-learning Practice at Medical Universities in Poland in the Perspective of the SARS-CoV-2 Pandemic

Leszczyński

Roszak

Binkowska

et al. 2020

Studies in Logic, Grammar and Rhetoric

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The epidemiological situation resulting from the SARS-CoV-2 pandemic caused the Polish universities to fully switch to distance education in March 2020. Medical e-learning has not yet been broadly implemented into the education process. Therefore, examples of successful e-learning implementations or the organization of the process of medical e-learning offer a valuable source of knowledge today, which is needed immediately. The article presents e-learning practices at the Polish medical universities during the SARS-CoV-2 epidemic during the period from March to September 2020, covering seven universities in Poland that offer medical and health studies. The organization and implementation of e-learning classes is presented, including knowledge evaluation practices, providing example decisions issued by university rectors, on which the teaching process was based. A detailed presentation of the schools’ organizational units or workgroups that played an important role in the process of coordination of measures supporting e-education is also included. The article also presents a description of the software applications, utilities, and services used at the schools in the course of the process of online education. Below are some examples of specific such implementations in selected university courses.

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“…There are not yet enough teachers who create educational resources for medical e-education, including those with interactive elements. Teachers' IT skills must be continuously improved and they have to take part in e-learning course design training programmes, taking into account the characteristics of the teaching process in medical sciences and health studies (Ren-Kurc et al, 2012;Roszak et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

E-learning During the Coronavirus Pandemic – Creating Educational Resources for Teaching Medical Students

Grześkowiak

Chudzicka-Strugała

Zwoździak

et al. 2020

Studies in Logic, Grammar and Rhetoric

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As a result of the epidemiological situation in Poland that occurred as a consequence of the SARS-CoV-2 pandemic, all classroom study was suspended in March 2020 and schools were required to deliver online education. There number of teachers who create educational resources for medical e-education, also those including interactive elements, is still insufficient. Teachers’ IT skills must be continuously improved and they have to take part in e-learning course design training programmes, taking into account the characteristics of the teaching process in medical sciences and health studies. The existing examples of effective e-classes, particularly for medical training, are important sources of knowledge on how to build e-learning courses for beginners and an inspiration for others in subsequent implementations. This knowledge is needed immediately, and the time available for acquiring it is shorter than previously, as the epidemic does not allow for full-range training schemes. This paper presents such results, collected from the period from March to June 2020 at the Poznan University of Medical Sciences by teachers who had started working on e-learning resources in 2019 and are successfully implementing these in the educational offer made available to their students as part of various curricula.

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E-learning Competencies for University and College Staff

Cited by 5 publications

References 8 publications

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

E-learning Practice at Medical Universities in Poland in the Perspective of the SARS-CoV-2 Pandemic

E-learning During the Coronavirus Pandemic – Creating Educational Resources for Teaching Medical Students

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