Relevant bibliographies by topics / E-learning

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Academic literature on the topic 'E-learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 May 2025

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Journal articles on the topic "E-learning"

Tharakan, Thomas. "E-Learning? E-Learning?" Mapana - Journal of Sciences 1, no. 1 (May 31, 2002): 100–104. http://dx.doi.org/10.12723/mjs.1.10.

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The purpose of this article is to examine the meaning and implications of e-learning and to assist individuals and organizations, whether they are colleges or workplaces, with implementing e-learning. The author explains his board definition of e-learning, levels of e-learning and discusses benefits of e-learning- the revolutionary approach. The article contains information for leaders in education and training- instructional designers, developers, consultants, instructors and administrators.

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Montedoro, Claudia. "E-learning e lifelong learning." FOR - Rivista per la formazione, no. 82 (April 2010): 26–32. http://dx.doi.org/10.3280/for2010-082005.

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Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (November 30, 2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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M.P. RAINA, M. P. RAINA. "e-Learning and e-Marketing in Libraries." International Journal of Scientific Research 3, no. 7 (June 1, 2012): 256–57. http://dx.doi.org/10.15373/22778179/july2014/81.

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ABIK, Mounia. "Du e-Learning au e-Learning 2.0." Journal of Quality in Education 5, no. 5BIS (November 11, 2014): 9. http://dx.doi.org/10.37870/joqie.v5i5bis.85.

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Dernièrement avec la génération native appelé aussi génération Y on trouve de plus en plus de difficulté à imposer aux apprenants d'utiliser les plates-formes à distance. C'est une génération qui arrive aujourd'hui avec de nouvelles habitudes de vie différente de la notre. Ils ont appris à communiquer, collaborer et partager à distance en constituant des communautés autours des centres d'intérêts. En parallêle, on parle de plus en plus du e-Learning 2.0 qui se base sur le Web 2.0. Ce dernier apporte à la génération Y des environnements personnalisés pour vivre en société à distance. L'objectif de ce papier est de répondre aux questions suivantes : quelle est la motivation pour basculer vers le e-Learning 2.0? Quel est l'impact de cette nouvelle façon de se former sur la qualité d'apprentissage? Quel est le rôle de l'enseignant dans ce nouvel environnement d'apprentissage ? Quels sont les défis pédagogiques et techniques à relever?

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Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (March 1, 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.

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Neal, Lisa. "Learning from e-learning." eLearn 2001, no. 10 (October 2001): 3. http://dx.doi.org/10.1145/566900.566904.

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Dissertations / Theses on the topic "E-learning"

Thümer, Diana. "E-Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-89575.

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Als zweite sächsische Öffentliche Bibliothek neben den Städtischen Bibliotheken Dresden hat die Stadtbibliothek Chemnitz Anfang Juni ihre Online-Dienstleistungen durch ein E-Learning- Angebot erweitert. Mit dem neuen Angebot reagiert die Stadt bibliothek Chemnitz auf die aktuelle Entwicklung, dass sich das Internet als zentrales Bildungsmedium für Beruf und Freizeit etabliert hat.

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Šulc, Ondřej. "E-learning." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4985.

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The theoretical part of the thesis contains information about education in general, futhermore it describes general information on e-learning. In the end of this part there are described different ways how to implement e-learning in a company. Practical part concerns information about a company - PRAKAB PRAZSKA KABELOVNA, a.s., possible ways of aplication education. In the final part of the thesis a solution is recommended and compared with an opinion of the personal manager of this company.

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Liška, Tomáš. "E-learning." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9392.

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The work introduces the reader the concept of e-learning and provides a structured view of the issue. Explanations of basic terms, forms, methods of implementation or inclusion e-learning in the education system forms makes the basis for understanding the importance of e-learning. The work is explained the issue of standardization, including a summary of the most used standards and the principle of their operation. Issue of e-learning implementation konstitute the fundamental part this work, and it is demonstrated by the example of a model society. There are recognized problem parts in the e-learning implementation, a comparison of possible solutions including design courses, which could be implemented. Component part of this work is the questionnaire survey among employees, potential students, to determine their perceptions of e-learning and in particular their requirements and expectations. For the sake of completeness are recognized developments and trends to e-learning step, and which have promising potential.

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Ericsson, Andreas, Jonas Eldborn, and Robert Bergbrant. "Scenariobaserad e-learning : utvärdering av e-learning som utbildningsverktyg." Thesis, University West, Department of Economics and Informatics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-491.

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Frankfurth, Angela. "E-Learning-Architekturmanagement." Kassel Kassel Univ. Press, 2009. http://d-nb.info/1001423674/04.

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Alampally, Swetha. "E-learning system." Kansas State University, 2012. http://hdl.handle.net/2097/14051.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
E-Learning System offers online training for the employees of the company. Every company uses different technologies based on the type of work they do, products they develop and services they offer. Fresher's who are just recruited many not be familiar with the technologies the company is using or the employees already working in the company may not have required level of efficiency in those technologies. It is necessary to train all the employees of the company according to their profiles with different technologies the company uses. The main aim of the project is to create web interface for E-learning System for the employees of the company. In order to use this system the employees needs to register as member and can start using services. The registered users have more access to system and can make use of training system more efficiently then unregistered users. The registered users will have access to master library where all the materials and videos of different courses are available. The users can enroll into different levels of different courses and get trained by downloading and studying the materials available .The users can also schedule for a test for the courses and levels they are registered into. Records are created for the level and course they re passed so that admin they view them. Creating a web interface will help the employees to study easily, manage their courses efficiently and can also check their performances. It also aims for developing reports for each users in the E-Learning System so that the users can see their performances and the admin can also recommend him/her to appropriate project's based on the performance of the employee in the technologies he/she is registered into.

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Montebello, Matthew. "Personalised e-learning." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/7380/.

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This thesis proposes to add value to the traditional e-learning systems by personalising the content being presented. The personalisation process was brought together through the amalgamation of crowdsourcing techniques, explicit with learners’ interests, and learner profiling technologies. A prototype called iPLE, intelligent personal learning environment, was developed and tested within an empirical study where participants experienced and compared the proposed iPLE with a static e-learning environment and a standard face-to-face delivery. A number of data collection instruments have been integrated within the empirical study to accumulate participants’ feedback. The results were fully documented and analysed using a combination of quantitative and qualitative data analysis tools that generated essential assessment information. An indicative improvement was reported following the data analysis and evaluation of results that led to the conclusion that even though there is plenty of room for further development and research, the combination of the proposed techniques does help and assist in rendering e-learning more effective.

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Jančařík, Antonín, and Jarmila Novotná. "From a textbook to an e-learning course (E-learning or e-book?)." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80251.

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The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash animations, java scripts and Computer Algebra Systems.

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Li, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.

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Li, Siu-har Shirley, and 李小霞. "E-learning for lifelong learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.

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Books on the topic "E-learning"

Banse, Gerhard. E-learning? -- e-learning! Berlin: Trafo, 2007.

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Banse, Gerhard. E-learning? -- e-learning! Berlin: Trafo, 2007.

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Fraser, Pierre. E-learning. Montréal-Nord, Qué: Éditions Marie-France, 2005.

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Selvaggi, Silvia, Enrico Vollono, and Gennaro Sicignano, eds. e-Learning. Milano: Springer Milan, 2007. http://dx.doi.org/10.1007/978-88-470-0737-6.

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Breitner, Michael H., and Gabriela Hoppe, eds. E-Learning. Heidelberg: Physica-Verlag HD, 2005. http://dx.doi.org/10.1007/3-7908-1655-8.

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Magnus, Stephan. E-Learning. Wiesbaden: Gabler Verlag, 2001. http://dx.doi.org/10.1007/978-3-322-82349-6.

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Erpenbeck, John, Simon Sauter, and Werner Sauter. E-Learning und Blended Learning. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10175-6.

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Klašnja-Milićević, Aleksandra, Boban Vesin, Mirjana Ivanović, Zoran Budimac, and Lakhmi C. Jain. E-Learning Systems. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41163-7.

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Breitner, Michael H., Franz Lehner, Jörg Staff, and Udo Winand, eds. E-Learning 2010. Heidelberg: Physica-Verlag HD, 2010. http://dx.doi.org/10.1007/978-3-7908-2355-4.

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Clarke, Alan. e-Learning Skills. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-22735-5.

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Book chapters on the topic "E-learning"

Watkins, Ryan. "e-Learning." In Handbook of Improving Performance in the Workplace: Selecting and Implementing Performance Interventions, 577–97. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470587102.ch24.

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Watkins, Ryan. "e-Learning." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 577–97. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch43.

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Hewitt, Jim. "E-Learning." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_36-2.

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Johnson, Richard D., and Kenneth G. Brown. "E-Learning." In The Wiley Blackwell Handbook of the Psychology of the Internet at Work, 369–400. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119256151.ch17.

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Gibb, Stephen. "E-Learning." In Human Resource Development, 282–309. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34464-8_12.

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Gerlach, Stefanie, and Inga Squarr. "E-Learning." In Methodenhandbuch für Softwareschulungen, 99–111. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-45425-7_13.

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Gerlach, Stefanie, and Inga Squarr. "E-Learning." In Methodenhandbuch für Softwareschulungen, 89–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-642-18724-7_13.

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Rice, Scott, and Jean McKendree. "e-Learning." In Understanding Medical Education, 161–73. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch12.

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Hewitt, Jim. "E-Learning." In Encyclopedia of Science Education, 362–63. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_36.

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Closa, Daniel, Alex Gardiner, Falk Giemsa, and Jörg Machek. "E-Learning." In Patent Law for Computer Scientists, 143–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-05078-7_10.

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Conference papers on the topic "E-learning"

Liu, Zhengdan. "Learning from E-commerce for E-learning." In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409268.

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"e-ECOSYSTEM DRIVEN e-LEARNING VS TECHNOLOGY DRIVEN e-LEARNING." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003958604360439.

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"LEADER-FOLLOWER FORMATION CONTROL OF NON-HOLONOMIC ROBOTS IN A REMOTE LABORATORY." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003476904850490.

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"CAMELL - Towards a Ubiquitous Multilingual e-Learning System." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003470605090513.

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"IMPLEMENTATION OF WIZARD TECHNOLOGY INTO THE LEARNING MANAGEMENT SYSTEM OPAL." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003470705140517.

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"LEARNING OF ALGORITHMS ON MOBILE DEVICES THROUGH BLUETOOTH, SMS AND MMS TECHNOLOGY." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003483104980505.

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"ENHANCING STATISTICS TEACHING WITH A VIRTUAL LAB - A Case Study of Seamless Local and Remote Computing." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003480905180522.

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"THE FEASIBILITY OF UBIQUITOUS COMPUTING IN SCHOOL - Longitudinal Study in 1:1 Classes Suggests — Time Matters." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003482104910497.

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Tucker, Stephen, Andrew Pigou, and Thom D. Zaugg. "e-Learning." In the 30th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/588646.588726.

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Santos, Givaldo Almeida, and Henrique Nou Schneider. "e-learning." In the 6th Euro American Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2261605.2261660.

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Reports on the topic "E-learning"

Sokolovsky, Dmitry, Sergey Sokolov, and Alexey Rezaykin. e-learning course "Informatics". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0785.29012024.

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The e-learning course "Informatics" is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 33.05.01 Pharmacy (specialty level), approved by Order of the Ministry of Education and Science of the Russian Federation dated August 11, 2016 No. 1037, and taking into account the requirements of the professional standard 02.006 "Pharmacist", approved by order of the Ministry of Labor and Social Protection No. 91n of the Russian Federation dated March 9, 2016. The purpose of the course is to master the necessary amount of theoretical and practical knowledge in computer science for graduates to master competencies in accordance with the Federal State Educational Standard of Higher Education, capable and ready to perform the work functions required by the professional standard. Course objectives: to provide knowledge about the rules of working with spreadsheets; to provide knowledge about working in medical information systems and the Internet information and telecommunications network; to provide skills in working with computer science software and hardware used at various stages of obtaining and analyzing biomedical information; to learn how to use the knowledge gained to solve problems of pharmaceutical and biomedical content. The labor intensity of the course is 72 hours. The course consists of 12 didactic units.

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Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova, and Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0770.29012024.

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The electronic training course ""Chemistry"" was created as an auxiliary resource to accompany the chemistry curriculum for the specialties of General Medicine, Pediatrics, and Dentistry. The purpose of studying the course is to form ideas about the structure and transformations of organic and inorganic substances that underlie life processes and influence these processes, in direct connection with the biological functions of these compounds. Course objectives: - formation of knowledge and skills about the basic laws of thermodynamics and bioenergy; about the structure and chemical properties of bioorganic compounds and their derivatives; - formation of knowledge necessary when considering the physical and chemical essence of processes occurring in the human body at the molecular and cellular levels; - developing the ability to carry out, when necessary, calculations of the parameters of these processes, which will allow a deeper understanding of the functions of individual systems of the body and the body as a whole, as well as its interaction with the environment; - training of a specialist who has a sufficient level of knowledge, skills, abilities, and is able to think independently and be interested in research work. The labor intensity of the course is 108 hours. The course consists of 3 didactic units. Each course topic contains theoretical material, a practice test to test your understanding of the theory, and a final test. Each final test on a topic is equivalent to a control event according to a point-rating system. Laboratory work is presented in the form of a video file and a test for it. In this way, an electronic form of completing a report for laboratory work is carried out. The materials presented in the course can be used by teachers as basic when testing students or as additional to those methodological developments that are currently used at the department.

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Sidenkovs, Alena. E-learning course "General Psychopathology". SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0647.15122022.

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Электронный учебный курс ""Общая психопатология"" составлен в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования специальность 31.05.01 Лечебное дело, утвержденным приказом Министерства образования и науки Российской Федерации от 9 февраля 2016 г. №95, и с учетом требований профессионального стандарта 02.009 «Врач-лечебник (врач-терапевт участковый)», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 21 марта 2017 г. №293н, а так же в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 31.05.02 Педиатрия (уровень специалитета), утвержденного приказом Министерства образования и науки Российской Федерации от 17.08.2015 г. № 853, и с учетом требований профессионального стандарта 02.008 «Врач - педиатр участковый», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 27.03.2017 г. № 306н Цель курса - получить знания об основных закономерностях проявления и развития патологии психической деятельности, общих вопросах этиологии и патогенеза, природе психопатологических процессов, их причинах, принципах классификации. Задачи курса: изучение классификаций симптомов и синдромов психических процессов; ознакомление с клиническими проявлениями симптомов и синдромов изучаемых психических процессов, их этиологические и патогенетические механизмы; обучение студентов навыкам выявления симптомов психических расстройств, навыкам их описания в медицинской документации. Трудоемкость курса составляет 12 часов. Курс состоит из 3 дидактических единиц.

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Kataeva, Natalya, Natalia Naronova, and Kristina Golitsyna. E-learning course "Bioorganic chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, December 2024. https://doi.org/10.12731/er0857.12122024.

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The electronic training course ""Organic Chemistry"" was created as an auxiliary resource to accompany the curriculum of bioorganic chemistry for the specialties of Medical and Preventive Care. The purpose of studying the course is to form ideas about the spatial structure, reactivity of bioorganic substances and their biological significance for the most important processes in human life. Course objectives: formation of knowledge about the structure of the main classes of bioorganic compounds; formation of skills in writing the main chemical reactions of bioorganic compounds; formation of skills in qualitative and quantitative reactions for the analysis of various classes of bioorganic compounds; formation of experimental skills necessary in future professional activities. The course labor intensity is 108 hours. The course consists of 3 didactic units. Each topic of the course ""Organic Chemistry"" contains theoretical material, a training test to check the assimilation of the theory, and a final test. Each final test on the topic is equivalent to a control event according to the point-rating system. Laboratory work consists of a video file and a video test. In this way, laboratory work is carried out and the assimilation of theoretical and practical material is monitored.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Dinislamova, Olga, Sergey Sokolov, and Aleksey Rezaykin. E-learning course "Higher Mathematics" for pharmacists. SIB-Expertise, July 2022. http://dx.doi.org/10.12731/er0586.29072022.

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Abstract:

Электронный учебный курс «Высшая математика» составлен в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 33.05.01 Фармация (уровень специалитета), утвержденного приказом Министерства образования и науки Российской Федерации от 11 августа 2016г. № 1037 (в редакции Приказа Минобрнауки России от 13.07. 2017г № 653), и с учетом требований профессионального стандарта 02.006 «Провизор», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 9 марта 2016года №91н. Цель изучения курса - Формирование у студентов знаний и умений в областях математического анализа и статистики фармацевтической и медико-биологической информации, необходимых в практической деятельности провизора. Задачи курса: •Изучить основные понятия, идеи и методы дифференциального и интегрального исчисления. •Научится использовать полученные знания для решения задач фармацевтического и медико-биологического содержания. Трудоемкость курса составляет 72 часа. Курс состоит из 12 дидактических единиц.

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AlSheikh Theeb, Thaer, Rasha Obaid, and Sara McGinty. Pre-Assessment Guidance: UNICEF Sudan E-Learning Project. EdTech Hub, January 2022. http://dx.doi.org/10.53832/edtechhub.0084.

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AlSheikh Theeb, Thaer, Rasha Obaid, and Sara McGinty. Pre-Assessment Guidance: UNICEF Sudan E-Learning Project. EdTech Hub, January 2022. http://dx.doi.org/10.53832/edtechhub.0084.

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