Engineering The Education Industry To Educate The Industrial Engineer

Dyk, Liezl Van

doi:10.18260/1-2--10542

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Two authors (HK and JK) categorized the methods and products in these papers based on the definitions of the phases of the CeHRes Roadmap [11]. [15,21,24,26,28-31,33,34,40,44,45,47,49,50,52,54-56, 58,61,67,69,70,74,76,78,79,81,83,84,88,89,91,96-129,178] 21 (30) 32 ( 46) 41 ( 59) Interview (n=70) [15,24,26,29,[32][33][34]46,49,56,60,67,69,71,76,80,84,89,[96][97][98]101,104,107,109,115,[125][126][127] 19 (37) 16 (31) 28 ( 55) Questionnaire (n=51) [8,20,21,24,25,[37][38][39][41][42][43]45,…”

Section: Overview Of Methods and Products Per Phase Of The Cehres Roa...mentioning

confidence: 99%

Methods for Human-Centered eHealth Development: Narrative Scoping Review (Preprint)

Kip¹,

Keizer²,

Silva³

et al. 2021

Preprint

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BACKGROUND Thorough participatory development of eHealth is necessary to ensure a good fit between the technology, its users and the context. However, despite the importance of development and the availability of frameworks, not much is known about specific methods for different aims, phases and settings, resulting in researchers having to reinvent the wheel. Consequently, there is a need to synthesize existing knowledge on methods for participatory development processes for eHealth interventions. OBJECTIVE The three main goals of this review were (1) to create an overview of development methods used in studies based on the CeHRes Roadmap, (2) to create an overview of goals for which these methods can be used, and (3) to provide insight into the lessons learned about these methods. METHODS We included eHealth development studies that were based on the phases and/or principles of the CeHRes Roadmap. This framework was selected due to its focus on participatory, iterative eHealth design in context and to limit the scope of this review. Data were extracted about the type of method used, the rationale for using the method, the research questions, and reported information on lessons learned. The most mentioned lessons learned were summarized via a narrative, inductive approach. RESULTS The search strategy resulted in 160 papers. A distinction was made between development 'methods' (n = 10) and 'products' (n = 7). Methods are used to gather new data, while products can be used to synthesize previously collected data and to support the collection of new data. The identified methods were: focus groups, interviews, questionnaires, usability tests, literature studies, desk research, log data analyses, card sorting, Delphi studies, and experience sampling. The identified products were: prototypes, requirements, stakeholder maps, values, behavior change strategies, personas, and business models. Examples of how these methods and products were applied in the development process and information about lessons learned were provided. CONCLUSIONS This study shows that there is a plethora of methods and products that can be used at different points in the development process and in different settings. To do justice to the complexity of eHealth development, it seems that multiple methods should be combined, and attention should be paid to the way in which they are complementary. Additionally, we found no evidence that there is a single step-by-step approach to develop eHealth: rather, researchers need to select the most suitable research methods for their research objectives, the context in which data is collected, and the characteristics of the participants. The current study serves as a first step towards a toolkit to support researchers in shaping the most suitable and efficient development process for eHealth interventions that fit with their context and users.

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Section: Overview Of Methods and Products Per Phase Of The Cehres Roa...mentioning

confidence: 99%

Methods for Human-Centered eHealth Development: Narrative Scoping Review (Preprint)

Kip¹,

Keizer²,

Silva³

et al. 2021

Preprint

View full text Add to dashboard Cite

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Use Of Online Tools To Improve The Teaching Of Graduate Courses In Chemical Engineering

Knox¹,

York²

2004 Annual Conference Proceedings

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Modern conveniences abound in the world today. This is sometimes not evident in graduate classrooms. While innovative teaching techniques are often discussed in regard to undergraduate courses, they seem to be less frequently seen in graduate courses. This is unfortunate, as these tools may in many cases be of even more value in those courses. This paper will discuss the use of a variety of online tools in the teaching of the required graduate course in chemical engineering thermodynamics at New Jersey Institute of Technology. The tools include electronic lecture notes, online quizzes, web-based bulletin boards, electronic submission and grading of projects and papers, and online monitoring of course grades by the students. Use of these tools can help students whose learning style may not be well suited to the traditional lecture format. Many of these tools are also helpful in dealing with the diversity of backgrounds found in core graduate courses. Some differences are due to the educational background of the students. Others are due to their cultural background, as most graduate programs typically have many international students. Use of online tools can help to alleviate some of the problems in dealing with this diversity. There are also some pitfalls in using these tools that should be avoided. The paper will address both sides of the issue of using online tools to supplement the teaching of a required graduate course.

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Engineering The Education Industry To Educate The Industrial Engineer

Cited by 2 publications

References 7 publications

Methods for Human-Centered eHealth Development: Narrative Scoping Review (Preprint)

Methods for Human-Centered eHealth Development: Narrative Scoping Review (Preprint)

Use Of Online Tools To Improve The Teaching Of Graduate Courses In Chemical Engineering

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