Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit

Poon, Woei Bing; Tagamolila, Vina; Toh, Ying Pin; Cheng, Zai Ru

doi:10.11622/smedj.2015041

Cited by 14 publications

(9 citation statements)

References 9 publications

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“…The previous studies comparing digital training modes have suggested limited direct interaction with trainers and peers, greater need for self-discipline, and lack of desire to compete with peers in fully digital mode as potential factors. [ 15 - 17 ] In our study as well, we observed that trainees in the blended mode were more interactive and motivated to discuss the cases during e-LSD sessions as compared to the fully digital mode. The basic onsite training component established high-quality participant-trainer interaction, which may have played a significant role.…”

Section: Discussionsupporting

confidence: 52%

Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India

Gajera

Pandey

Malathesh

et al. 2022

JNRP

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Objectives: We compared effectiveness of blended mode (consisting of traditional classroom teaching and e-learning sessions) and fully digital mode (e-learning sessions alone) of primary care psychiatry training for primary care doctors in Chhattisgarh. Materials and Methods: We retrospectively compared the engagement in training, knowledge (K), attitude (A), and practice (P) in primary care psychiatry, and patient identification by primary care doctors (n = 941) from Chhattisgarh region who underwent training through either blended training mode (n = 546) or fully digital training mode (n = 395) for 16 h each, using Clinical Schedules for Primary Care Psychiatry based modules between June 2019 and November 2020 with a tertiary care center (NIMHANS, Bengaluru) as hub. Statistical Analysis: The Statistical Package for the Social Sciences version 27 was used to analyze the data. Continuous variables were analyzed using the independent samples t-test, and discrete variables were analyzed using the Chi-square test. A repeated measures analysis of variance (ANOVA) (two-way mixed design) was used to see the interaction of training type and time of pre- and post-KAP measurement while controlling for years of experience. The number of patients identified by both training groups over 8 months was also compared using the repeated measures ANOVA (two-way mixed design). Results: Engagement inferred by the number of participants completing pre-KAP forms (75%), post-KAP forms (43%), post-session assessments (37– 47%), case presentation (33.9%), and certification (32.1%) was better in the blended group (P < 0.05). The mean gain in KAP scores was significantly higher in the blended group controlling for the years of experience as primary care doctor (PCD) (F = 30.36, P < 0.001). PCDs in the blended training group consistently identified a higher number of patients with mental illness over 8 months of follow-up (F = 6.21, P < 0.001). Conclusion: The blended mode yielded better results in primary care psychiatry training compared to fully digital mode. In-person interactions while provided for a very brief proportion of the training seem to have an unmistakable imprint on the outcomes and seem critical for better consolidation and assimilation of information, which translates into better practice.

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Section: Discussionsupporting

confidence: 52%

Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India

Gajera

Pandey

Malathesh

et al. 2022

JNRP

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“…Its advantages determine its popularity, but its disadvantages highlight the importance of this study. E-learning based on network challenges people’s self-discipline almost every moment, which will directly affect learning investment and learning efficiency ( Poon et al, 2015 ). Good e-learning normative consciousness and behaviors are the embodiment of one’s self-discipline.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy

Hong

Zhang

et al. 2021

Front. Psychol.

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Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will directly affect student academic performance. Hence, this study focuses on students’ perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students’ perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students’ perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.

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“…Additionally, it was previously reported that incorporating social media in distance learning was only beneficial for theoretical courses but not feasible for practical courses [5]. Lastly, students might suffer from low motivation to learn and a decrease in the feeling of competitiveness with other learners during distance learning [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Quality of Distance Learning After One and a Half Year From Its Integration Due to the COVID-19 Pandemic: A Cross-Sectional Study at the University of Jordan

Toubasi¹,

Al-Harasis²,

Obaid³

et al. 2022

Cureus

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BackgroundThe coronavirus disease 2019 (COVID-19) pandemic mandated the change from face-to-face learning to distance learning. As a result, the quality of distance learning worldwide is questionable. Objectives and aimsThe aim of this study is to investigate the quality of distance learning among university students at the University of Jordan, as well as its determinants and obstacles. MethodsA questionnaire-based cross-sectional study was conducted among undergraduate students at the University of Jordan from May 29 to July 11, 2021. Using a quantitative approach, students' attitudes toward and perceptions of online and distance education were analyzed. The Distance Education Learning Environments Survey (DELES) tool was used to evaluate the quality of distance learning during COVID-19 pandemic. IBM SPSS Version 25 was used for data analysis. ResultsThe total number of participants was 486, and the mean total DELES score was 61.6 ± 24.6. The lowest mean of DELES score components was for the active learning component (6.9 ± 2.9). Moreover, 65.9% of the students were very dissatisfied or dissatisfied with the quality of distance learning. The quality of distance learning derived by the total DELES score was determined by several general demographics, and students' perceptions and attitudes. ConclusionsThe present study showed a low quality of distance learning and high levels of dissatisfaction among students at the University of Jordan. Thus, improvement of distance learning quality by filling its infrastructural defects and the implementation of its adjunct tools are required. In addition, we recommend collaboration with regional and international educational institutions to improve the quality of distance learning.

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Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit

Cited by 14 publications

References 9 publications

Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India

Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India

The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy

Quality of Distance Learning After One and a Half Year From Its Integration Due to the COVID-19 Pandemic: A Cross-Sectional Study at the University of Jordan

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