The value of online learning and MRI: Finding a niche for expensive technologies

Cook, David A.

doi:10.3109/0142159x.2014.917284

Cited by 50 publications

(45 citation statements)

References 41 publications

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“…Cook et al have previously pointed out that employing proven and context-appropriate principles of learning was more important in terms of learning efficiency than the modality, in this case online versus a traditional course presentation (Cook 2014). Our study confirms the feasibility of integrating several didactical tools into an undergraduate medical curriculum, those tools embracing student engagement and motivation.…”

Section: Discussionsupporting

confidence: 74%

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A Massive Open Online Course (MOOC) for Implementing Pedagogical

Dandache¹,

Frenay²,

Nes³

et al. 2017

HAPS ED

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Massive Open Online Courses (MOOC) have received increasing attention in recent years for their potential to engage oncampus students in active learning while conveying knowledge to a broad international public. In this article, we describe the creation of a MOOC as a mandatory integrated supplement to a respiratory physiology and pathophysiology university course taught to undergraduate medical students. We discuss how this MOOC integrates several didactical tools such as flipped classroom activities, peer-review evaluations, active learning principles or multidisciplinary fundamental-clinical approaches. The impact and satisfaction analysis on 8,400 participants, including seven percent of medical students, suggests that a specific scientific subject from an undergraduate medical curriculum could stimulate the motivation of both on-campus and international students. This MOOC experience renews the view on medical education and deserves further development.

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Section: Discussionsupporting

confidence: 74%

“…Previous articles have shown that benefits of online learning come at a price (Cook 2014). Considering those issues, while we do recommend trying the 'MOOC experience', it is important to consider at first the goals that one wants to reach in order to evaluate whether the cost-benefit ratio is satisfactory.…”

Section: Discussionmentioning

confidence: 99%

A Massive Open Online Course (MOOC) for Implementing Pedagogical

Dandache¹,

Frenay²,

Nes³

et al. 2017

HAPS ED

View full text Add to dashboard Cite

show abstract

“…For example, the World Health Organization (2013) scalability report recommends consideration of interprofessional education and e-learning. However, in some cases, these approaches have been found to be more costly than traditional methods (Cook, 2014;Haines, Kent, & Keating, 2014). Despite higher implementation costs, if there is a proportionally larger increase in the desired outcomes (i.e.…”

Section: Introductionmentioning

confidence: 99%

The Prato Statement on cost and value in professional and interprofessional education

Maloney

Reeves

Rivers

et al. 2016

Journal of Interprofessional Care

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“…Despite this benefit, an important cost-related concern remains: OER providers need to ensure a constant source of funding that addresses technology additions and upgrades, which are necessary for long-term technology maintenance (Cook, 2014;Bîzoi et al, 2011;Langen, 2013).…”

Section: Quality and User-generated Contentmentioning

confidence: 99%

“…With rising costs and globalization, teaching methods and teaching platforms need to be reconsidered so as to deliver high quality education (Asamoah & Mackin, 2016). The inclusion of OERs could help provide a more homogenous quality of education on a global scale and to the most disadvantaged (Cook, 2014;Bîzoi et al, 2011). In the last few years, governments have been increasingly supporting the use of digital technologies in the education sector (Shaikh & Khoja, 2011;Chin-Roemer, DeCrease & Gomez, 2011;Ngugi, 2011), with a strong conviction that they increase teaching quality and efficiency (Ratniece & Cakula, 2015).…”

Section: Accessmentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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The value of online learning and MRI: Finding a niche for expensive technologies

Abstract: Online learning represents just one tool in an educator's toolbox, as does the MRI for clinicians. We need to use the right tool(s) for the right learner at the right dose, time and route.

Cited by 50 publications

References 41 publications

A Massive Open Online Course (MOOC) for Implementing Pedagogical

A Massive Open Online Course (MOOC) for Implementing Pedagogical

The Prato Statement on cost and value in professional and interprofessional education

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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