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Journal articles on the topic 'Online Course Registration'
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Uche, Fred Sangol. "M-Course Registration: A Mobile Students’ Course Registration Platform." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 23, 2020): 423–45. http://dx.doi.org/10.38124/ijisrt20aug372.
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In this paper, we propose an android mobile platform that provides students in colleges and universities the convenience of online course registration. It seeks to reduce the operating cost of tertiary institutions, since all course registration activities can be presented using cheap technology, through screens of electronic devices. Moreover, it is developed in such a way that the activity (course registration process) where students spend the most time, is made accessible in offline mode i.e. without the need for internet connectivity. So, the goal of my research is twofold: first, to provide an understanding of the analysis and design of such systems and second, to create a new mobile course registration application based on the findings of this research, which provides a digital interaction environment between students and the course registration department at the University of The Gambia.
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Singh, Rattan, Ravinder Singh, Harpreet Kaur, and O. P. Gupta. "Development of Online Student Course Registration System." Oriental journal of computer science and technology 9, no. 2 (August 20, 2016): 66–72. http://dx.doi.org/10.13005/ojcst/9.02.02.
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Wintermute, Edwin H., Matthieu Cisel, and Ariel B. Lindner. "A survival model for course-course interactions in a Massive Open Online Course platform." PLOS ONE 16, no. 1 (January 22, 2021): e0245718. http://dx.doi.org/10.1371/journal.pone.0245718.
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Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378,000 users and 1,000,000 unique registration events in France Université Numérique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students “survive” in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user’s registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.
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Parthiban, K., and R. V. Nataraj. "Exploration of Service Oriented Architecture for Online Course Registration." Journal of Computational and Theoretical Nanoscience 15, no. 5 (May 1, 2018): 1629–33. http://dx.doi.org/10.1166/jctn.2018.7352.
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Peng, Yu, Zheng Long Shao, Yan Xia Li, and Yu Zhang. "Research and Implementation of Voluntary Screening Algorithm in Online Course Registration System." Applied Mechanics and Materials 336-338 (July 2013): 2031–34. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.2031.
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The algorithm is a key part of the online course registration system. It plays a vital role on the online course registration system to ensure most of issues like fairness, network bottleneck, multi-registration and multi-dropping be solved well. By supporting the registration way of multi-level, multi-category, and multi-willingness, introducing the willingness of students into the calculation of course priority and letting the willingness of students affect the selective probability, it meets the registration requirement maximally and solves the issues well including fake registration number and random registration. This article will introduce the design and implementation of the algorithm.
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Tchouakeu, Louis-Marie Ngamassi, Michael K. Hills, Mohammad Hossein Jarrahi, and Honglu Du. "On-Line Course Registration Systems Usability." International Journal of Information Systems and Social Change 3, no. 4 (October 2012): 38–52. http://dx.doi.org/10.4018/jissc.2012100103.
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Electronic course registration systems allow students to select courses and giving student to access course offerings through these on-line systems as well as the ability to complete various administrative functions allows for better management of curriculum decisions in the context of academic objectives. The objective of these systems is to make this process more convenient and easier to achieve which has been met with varying levels of success. This study looks closely at one particular system, the e-Lion system at the Pennsylvania State University. Data was collected using semi-structured interviews and an online survey. The findings are discussed through the lens of the Delone and McLeane (D&M) information systems success model and are of interest to business practitioners fielding on-line systems in the areas of e-commerce and e-learning as well as many others, providing considerable insight into the importance of system usability.
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Spackman, Jonathan S., and Ross Larsen. "Evaluating the Impact of Social Media Marketing on Online Course Registration." Journal of Continuing Higher Education 65, no. 3 (September 2, 2017): 151–65. http://dx.doi.org/10.1080/07377363.2017.1368774.
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Zhang, Xiao Ming, Teng Fei Ma, Zhan Fang Chen, Huan Wang, Qi Chang Chen, and Xin Feng. "An Interactive Education Information Administration Platform Based on .NET and WAP." Applied Mechanics and Materials 373-375 (August 2013): 1849–52. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1849.
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An interactive education information administration platform based on .NET and WAP is presented. In this platform, the users can use the WAP-capable devices such as cell phones or PDA to perform the operations such as course inquiry, grade inquiry, online registration, online sign-up and information browsing anywhere anytime they want.
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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.
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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.
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Batubara, Hamdan Husein. "PENGEMBANGAN SITUS E-LEARNING DENGAN MOODLE VERSI 3.1 SEBAGAI MEDIA PEMBELAJARAN PADA PROGRAM STUDI PENDIDIKAN GURU MADRASAH IBTIDAIYAH." Al-Bidayah : Jurnal Pendidikan Dasar Islam 9, no. 1 (November 24, 2017): 1. http://dx.doi.org/10.14421/jpdi.2017.0901-01.
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This study aims to create an e-learning site with Moodle version 3.1. and review the results of its use as learning media in the department of elementary schoolteacher education. This research uses research and development design to produce an e-learning website. The registration method on the e-learning site is email-based self-registration. Users who successfully register on the e-learning site will get the authentical user role. Authentical users can register on a course by using a course password. The administrator assigns the Manager role for the lecturer’s account so that they can create and enroll himself as a teacher on a course page. Every teacher has obligation to present matter with single page, or file, or folder, or URL. Teacher can add learning activities using forums, online assignments, online exams, feedbacks, and online questionnaires. The average score of media experts states that the quality of e-learning is in good category and e-learning users welcome the use of e-learning as a medium of learning and assessment. The products developed have met the advice of media experts and e-learning users.
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El Said, Ghada Refaat. "Understanding How Learners Use Massive Open Online Courses and Why They Drop Out." Journal of Educational Computing Research 55, no. 5 (December 6, 2016): 724–52. http://dx.doi.org/10.1177/0735633116681302.
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This article presents a qualitative study on Massive Open Online Course (MOOC) dropout in a developing world. Thematic analyses of semistructured interviews were conducted with 52 learners, eight weeks after their actual registration for a course of their choice as part of a self-learning activity. The results uncover novel design factors affecting MOOC retention. Among these factors are Learner Control, in which users can design their own long-term learning track from various course modules; Integrative Design, comprising learners’ own accounts on social media; and Independent Design, in which a course’s modules can be taught separately and learners need not complete an overall course but rather can select modules from various courses. Mobility and Language are identified as important decisive factors for users to drop out from or complete a MOOC Course. This research also highlights the importance of Diversity and Novelty for this type of application. The research reveals the Multitasking Behavior of users, leading to the need for Easy-to-Scan content. The findings provide a basis for improving the understanding toward reasons for MOOC drops and suggest a number of practical design recommendations for designers and providers. Furthermore, the completion rate observed in this study was slightly higher than was typically found in previous studies. This result might suggest that using a MOOC as a learning opportunity within the context of a university-accredited program would increase the likelihood of completion.
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Ramesh, Yathooshan, and Lisanne Stock. "A national CASC course." BJPsych Open 7, S1 (June 2021): S152—S153. http://dx.doi.org/10.1192/bjo.2021.427.
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AimsThere was understandable anxiety from trainees about the transition to the online format of the CASC due to the pandemic. There is also significant variability between trusts in the availability of lectures tailored specifically to the CASC exam. Having recent experience of the CASC exam, including the online format, we developed a free online lecture series. We aimed to address common questions relating to the exam, and selected topics that trainees may find daunting or had less experience with through clinical care. The topics covered were: An Introduction to the CASC, Mental State Examinations, Psychological Therapies, Pharmacology and a Q&A Session.MethodThe course was designed to tackle areas that trainees often find difficult based on our own experiences as well as surveying course attendees. Prior to the course, we liaised with consultant site tutors & junior doctor representatives to integrate the course into the local academic programme, and to facilitate promotion of the session to trainees across sites. We subsequently offered registration to trainees nationally. The course was planned and delivered by the organisers through interactive lecture-based presentations with handouts, ahead of the January 2021 examinations. Content was based on national guidelines and published research. 5 sessions were delivered with the final session including guest consultant panellists to answer trainee questions. Quantitative and qualitative feedback was collected from the attendees.Result172 doctors registered onto the course, with 44 NHS trusts represented. Doctors from a variety of grades attended, with 55% CT3s, 17% Specialty Doctors, 16% CT2s, 8% CT1s, 4% in other roles. 100% of attendees stated that they would recommend the course to any doctor sitting the CASC. 97% of attendees rated the course as either ‘Excellent’ or ‘Good’. Qualitative feedback was positive and 3 themes were identified- communication, content and the online format.ConclusionThe CASC course provided an opportunity to deliver national teaching to trainees based on national guidelines and peer-reviewed research, with a focus on addressing areas that trainees may feel less confident with. The course received significant positive feedback from attendees. The significant number of pre-CT3 trainees attending the course suggests that there may be an interest from this group for further support in developing the complex communication skills that ultimately are assessed by the CASC exam.
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Eaton, Jacqueline. "GROWING AN ONLINE GERONTOLOGY MINOR AT THE UNIVERSITY OF UTAH." Innovation in Aging 3, Supplement_1 (November 2019): S614. http://dx.doi.org/10.1093/geroni/igz038.2286.
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Abstract The Gerontology Interdisciplinary Program at the University of Utah has a long history of offering certificates (48 years) and a Master of Science degree (25 years). Relatively new to our program is the minor in gerontology, first available in 2013. This paper will describe efforts to grow this program, barriers to enrollment, and plans for expansion. In 2018, the program developed a targeted strategy to increase student awareness of and enrollment in the minor. First, we focused on newly enrolled pre-nursing students through new student orientation presentations and registration support. The introductory course within the minor jumped in enrollment from 6 students in Fall of 2017 to 40 in Fall 2018. Students taking courses in the minor received follow-up support and instructions mid-semester to ease matriculation. Enrollment in the minor increased by 140%. Next, we plan to apply these strategies to a broader number of colleges and departments throughout campus.
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Meinert, Edward, Abrar Alturkistani, David Brindley, Alison Carter, Glenn Wells, and Josip Car. "Protocol for a mixed-methods evaluation of a massive open online course on real world evidence." BMJ Open 8, no. 8 (August 2018): e025188. http://dx.doi.org/10.1136/bmjopen-2018-025188.
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IntroductionIncreasing number of Massive Open Online Courses (MOOCs) are being used to train learners at scale in various healthcare-related skills. However, many challenges in course delivery require further understanding, for example, factors exploring the reasons for high MOOC dropout rates, recorded low social interaction between learners and the lack of understanding of the impact of a course facilitators’ presence in course engagement. There is a need to generate further evidence to explore these detriments to MOOC course delivery to enable enhanced course learning design. The proposed mixed-methods evaluation of the MOOC was determined based on the MOOC’s aims and objectives and the methodological approaches used to evaluate this type of a course. The MOOC evaluation will help appraise the effectiveness of the MOOC in delivering its intended objectives. This protocol aims to describe the design of a study evaluating learners knowledge, skills and attitudes in a MOOCs about data science for healthcare.Methods and analysisStudy participants will be recruited from learners who have registered for the MOOC. On registration, learners will be given an opportunity to opt into the study and complete informed consent. Following completion of the course, study participants will be contacted to complete semistructured interviews. Interviews will be transcribed and coded using thematic analysis, with data analysed using two evaluation models: (1) the reach, effectiveness, adoption, implementation, maintenance framework and the (2) Kirkpatrick model drawing data from pre and post-course surveys and post-MOOC semi-structured interviews. The primary goal of the evaluation is to appraise participants' knowledge, skills and attitude after taking the MOOC.Ethics and disseminationEthics approval for this study was obtained from Imperial College London through the Education Ethics Review Process (EERP) (EERP1617-030). A summary of the research findings will be reported through a peer-reviewed journal and will be presented at an international conference.
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Chen, Shu-Wen, Joel Stocker, Ruey-Hsia Wang, Yueh-Chin Chung, and Mei-Fang Chen. "Evaluation of self-regulatory online learning in a blended course for post-registration nursing students in Taiwan." Nurse Education Today 29, no. 7 (October 2009): 704–9. http://dx.doi.org/10.1016/j.nedt.2009.03.002.
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Sciarappa, William J., Vivian Quinn, and Daniel L. Ward. "Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture." HortTechnology 26, no. 5 (October 2016): 677–82. http://dx.doi.org/10.21273/horttech03377-16.
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In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.
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Felisa, Aulia. "FUNGSI NOTARIS DALAM PENGHAPUSAN JAMINAN FIDUSIA SECARA ELEKTRONIK." JURNAL MEDIA HUKUM DAN PERADILAN 4, no. 1 (May 30, 2018): 18–34. http://dx.doi.org/10.29062/jmhp.v4i1.2.
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The role o notary in the registration of fiduciary security to the secrecy of electronic securities fiduciary must be great, considering its participation from the very beginning before entering to register electronically until the time to register electronically until printing the fiduciary guarantee registration of course the legal certainty must be guaranteed either for fiduciary, fiduciary, or third party beneficiaries. Law No. 2 of 2014 concering the amandement to law No. 30 of 2004 concering the positionof a notary public and in the notary code of ethicsis not is not stipulated on the obligation of notary to carry out the blowing of the online fiduciary but the special acces given by the website of the directorate general of general law administration to the notary in the implementation of electronic fiduciary and electronic registration and deletion so that the notary can be concluded as the executor of fiduciary electronic registration and elimination
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Lewis, G. Sherrie. "I Would Have Had More Success If: Student Reflections On Their Performance In Online And Blended Courses." American Journal of Business Education (AJBE) 3, no. 11 (November 1, 2010): 13–22. http://dx.doi.org/10.19030/ajbe.v3i11.58.
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Anecdotal research is a common phenomenon in the study of distance education. In an effort to review some of the factors that affect student satisfaction, an existing instrument was used to gauge learner perceptions of online interaction/communication, learning and performance, collaboration, hardware and software issues and the quality of support. According to some authors, use of samples of convenience and small study populations, the conclusions drawn by Yu and Brandenburg (2006) could not be generalized across differing student populations. In an effort to create some generalizable conclusions regarding student perceptions, surveys contained some of Yu and Brandenburg’s (2006) inquiries on communication, interaction, perceptions of the instructor, course materials and the availability of student support services in online and blended courses. Questions on student demographic data were also included. The purpose of this study is to examine some of the ideas associated with existing distance education research. It was hypothesized that students would have had more success if 1) they had more time to interact with other students, 2) knew what the course expectations were prior to registration, c) they had access to a newer computer, and 4) they had administrative support.
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Chugani, Carla D., Barbara Fuhrman, Kaleab Z. Abebe, Janine Talis, Elizabeth Miller, and Robert W. S. Coulter. "Wellness and resilience for college and beyond: protocol for a quasi-experimental pilot study investigating a dialectical behaviour therapy skill-infused college course." BMJ Open 10, no. 6 (June 2020): e036833. http://dx.doi.org/10.1136/bmjopen-2020-036833.
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IntroductionCollege students’ mental health problems and suicidal behaviour are serious, persistent and prevalent public health issues. With the need for mental health support greatly exceeding the availability of on-campus treatment, a recent trend on college campuses is to offer courses designed to teach students strategies for developing mental health or resilience. While these courses are exceptionally popular among students, a paucity of research investigates the health outcomes associated with participation. The purpose of this study is to investigate the acceptability, appropriateness, feasibility and preliminary effectiveness of a college course grounded in skills from dialectical behaviour therapy (DBT) titled, ‘Wellness and Resilience for College and Beyond’.Methods and analysisDuring the spring and fall 2020 semesters, the course will be offered on five campuses in Southwestern Pennsylvania and West Virginia. The course consists of 15 weekly 2.5-hour lessons, weekly homework assignments and a final examination with content drawn from DBT, acceptance and commitment therapy and positive psychology. Undergraduate students aged 18–24 will self-select into the course and control subjects receiving ‘university as usual’ will be recruited to serve as a comparison group. Students who receive the course will complete measures of course acceptability, appropriateness and feasibility. All study participants will complete measures of adaptive coping skills use, emotion dysregulation and suicidality.Ethics and disseminationAll of the study procedures were approved as an exempt protocol for evaluation of educational curricula by the University of Pittsburgh Human Research Protections Office (HRPO); the study was approved as a research study by the institutional review board (IRB) of the fifth study site. The University of Pittsburgh HRPO served as the IRB of record for all except one study site, which required standard IRB review. Data from this study will be disseminated via conference presentations, peer-reviewed publications and via our online stakeholder learning collaborative.Trial registration numberNCT04338256.
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Gill, Christopher J., Ngoc Bao Le, Nafisa Halim, Cao Thi Hue Chi, Viet Ha Nguyen, Rachael Bonawitz, Pham Vu Hoang, et al. "mCME project V.2.0: randomised controlled trial of a revised SMS-based continuing medical education intervention among HIV clinicians in Vietnam." BMJ Global Health 3, no. 1 (February 2018): e000632. http://dx.doi.org/10.1136/bmjgh-2017-000632.
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BackgroundContinuing medical education (CME) is indispensable, but costs are a barrier. We tested the effectiveness of a novel mHealth intervention (mCME V.2.0) promoting CME among Vietnamese HIV clinicians.MethodsWe enrolled HIV clinicians from three provinces near Hanoi. The 6-month intervention consisted of (1) daily short message service multiple-choice quiz questions, (2) daily linked readings, (3) links to online CME courses and (4) feedback messages describing the performance of the participant relative to the group. Control participants had equal access to the online CME courses. Our primary endpoint was utilisation of the online CME courses; secondary endpoints were self-study behaviour, performance on a standardised medical exam and job satisfaction.ResultsFrom 121 total HIV clinicians in the three provinces, 106 (87.6%) enrolled, and 48/53 intervention (90%) and 47/53 control (89%) participants completed the endline evaluations. Compared with controls, intervention participants were more likely to use the CME courses (risk ratio (RR) 2.3, 95% CI 1.4 to 3.8, accounting for 83% of course use (P<0.001)). Intervention participants increased self-study behaviours over controls in terms of use of medical textbooks (P<0.01), consulting with colleagues (P<0.01), searching on the internet (P<0.001), using specialist websites (P=0.02), consulting the Vietnam HIV/AIDS treatment guidelines (P=0.02) and searching the scientific literature (P=0.09). Intervention participants outperformed controls on the exam (+23% vs +12% score gains, P=0.05) and had higher job satisfaction.ConclusionThe mCME V.2.0 intervention improved self-study behaviour, medical knowledge and job satisfaction. This approach has potential for expansion in Vietnam and similar settings.Trial registration numberNCT02381743.
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Reju, Comfort Okwuegbune, and Loyiso Jita. "Distance-and-Online Learning Support Service Benefits and Barriers in Undergraduate Mathematics Learning in Nigeria." Progressio: South African Journal for Open and Distance Learning Practice 39, no. 1 (February 21, 2018): 49–66. http://dx.doi.org/10.25159/0256-8853/1981.
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The paper explores the benefits and barriers of Support Services (SS) in learning undergraduate mathematics through the distance-and-online mode. The aim was to explore SS that employ accessible and advanced technologies to improve the students’ distance-and-online learning of mathematics at university-level. Samples of students from the University of Lagos’ Distance Learning Institute (DLI) and the National Open University of Nigeria (NOUN) were selected purposively for this mixed-methods research study designed to understand how distance-and-online students perceived undergraduate mathematics, with regard to SS in the two Open and Distance Learning (ODL) institutions in Nigeria. The analyses of the data included a one-sample binomial test and students’ narratives. The Cognitive Theory of Multimedia Learning (CTML), which has become increasingly influential in distance-and-online education, was used as a lens to explain student benefits and barriers of SS in undergraduate mathematics learning. The findings, which were consistent between quantitative and qualitative analyses, revealed that print materials, the Learning Management System (LMS), online processing of admission, registration, results checking and availability of course materials online all have significant benefits for students who are learning mathematics. However, the findings show that apart from uploading the course materials and leaving occasional information on the LMS, many mathematical activities were not available on the platform. The students’ desire for audio and visual systems, as advocated in CTML, also did not find expression in the findings, as students strongly disagreed that the utilisation of these technologies in their institutions was prevalent, thus creating barriers to the learning of mathematics in the institutions. The paper recommends that the SS which encourage constructivist–based learning aimed at inspiring, supporting and satisfying students’ needs, should be the major focus for improvements in the mathematics programmes offered through this mode.
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Herawati, Herawati. "PERSEPSI MAHASISWA TERHADAP POLA INTERAKSI DALAM TUTORIAL ONLINE MATAKULIAH FISIKA STATISTIK." Jurnal Pendidikan 14, no. 1 (September 4, 2013): 22–30. http://dx.doi.org/10.33830/jp.v14i1.350.2013.
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The aims of this study are to analyze the patterns of student interaction in online tutorial and to reveal the students perception of the pattern during the tutorial online. The research method used survey method. The study was conducted at physics education department, FKIP-UT on statistical physics course in registration period 2012.2. The number of respondents is 12 respondents. The questionnaire uses a Likert scale. To analyze data used Pearson bivariate analysis and Cronbach alpha. The results showed that 1) the high pattern of students interaction in tutorial is student interaction with matter and student interaction with tutors; 2) online discussion can be able to provide feedback from other students and can also give students a change to argue.
Penelitian ini bertujuan untuk menganalisis pola interaksi mahasiswa dalam tutorial online (Tuton) dan mengetahui persepsi mahasiswa terhadap pelaksanaan tutorial online. Metode penelitian menggunakan metode survey. Penelitian dilakukan di program studi pendidikan fisika FKIP-UT pada matakuliah fisika statistik masa registrasi 2012.2. Responden sebanyak 12 responden. Instrumen menggunakan skala Likert. Validitas dan reliabilitas butir instrumen dilakukan uji pearson bivariat dan analisis alfa cronbach. Hasil menunjukkan bahwa: 1) pola interaksi mahasiswa yang sering terjadi adalah pola interaksi mahasiswa dengan materi dan pola interaksi mahasiswa dengan tutor 2) diskusi online dapat menyediakan umpan balik dari mahasiswa lainnya dan memberikan kesempatan mahasiswa untuk berpendapat.
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Hwang, Huei-Lih, Chin-Tang Tu, and Tian-Yuan Kuo. "Self-directed learning with a modified team-based strategy: A quasi-experimental study." Journal of Nursing Education and Practice 11, no. 12 (August 4, 2021): 38. http://dx.doi.org/10.5430/jnep.v11n12p38.
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Background and objective: Physical assessment skills are not effectively put into practice for nursing students, requiring an improvement in pre-registration programs and planning more tailored training courses for them. More flexibility in teaching methods can thus contribute to self-directed learning. The purpose of this study is to identify the effects of team-based learning when combined with an online teaching platform on self-directed learning compared to inquiry-based learning for junior college nursing students.Methods: In this quasi-experimental study, 103 students completely participated in the Self-directed Learning Instrument test before and after the course. Collected data were analysed using independent t-test and ANCOVA with the statistical package SPSS 21.0 for Windows. Qualitative focus group interviews were conducted after the survey with 14 participants.Results: Compared to the control group, the adjusted mean post-test score for self-directed learning ability was significantly higher in the intervention group. Students also reported that they were quite engaged in completing assignments and team learning activities in classroom, specifically for the group test.Conclusions: The modified team-based learning strategy was useful at engaging students to improve self-directed learning and to satisfy them. Educators are encouraged to integrate online response system technology into their classroom activities.
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Anilkumar, Shraddha, and Shalini Ramdas Lihitkar. "LIS e-learning programs: a study of Student Support Services." Library Hi Tech News 31, no. 6 (August 4, 2014): 16–20. http://dx.doi.org/10.1108/lhtn-05-2014-0039.
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Purpose – The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education. Design/methodology/approach – The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires. Findings – Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available. Research limitations/implications – The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology. Practical implications – The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses. Social implications – Students who are taken and studying online courses would be aware of Student Support Services. Originality/value – This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.
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Amos, L., and K. Ernst. "Metastatic Breast Care E-Learning Modules." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 160s. http://dx.doi.org/10.1200/jgo.18.49900.
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Background and context: The McGrath Foundation has created an e-Learning course to upskill breast care nurses in current metastatic breast cancer practice. The e-Learning course has supported better specialist knowledge and helped close the gap in metastatic cancer support services across Australia. Aim: The project aimed to deliver specialist training to breast care nurses on current trends in care and treatment of individuals with metastatic breast cancer, via an e-Learning platform to enable a cost effective delivery across Australia to 119 nurses. Strategy/Tactics: Key learning outcomes were developed to ensure specific information could be delivered via an online platform. Industry experts, clinicians and experienced breast care nurses/nurse practitioners were consulted to develop the content and an outline of what would be delivered. An experienced online content development company was also engaged to ensure that the content would be presented in an engaging way. Program/Policy process: The metastatic e-Learning course was available for McGrath Breast Care Nurses in June 2017 and accredited for professional development hours by the Australian College of Nursing to contribute to registration under the Nursing and Midwifery Board of Australia. Certificates of completion are given to all participants who successfully complete the course once they achieve competency in all areas of assessment. Outcomes: The e-Learning course has had reach across all areas of the country and allowed easy dissemination of information on current trends in metastatic breast cancer to nurses. This is seen to have great reach with almost all McGrath Breast Care Nurses also caring for a proportion of patients with metastatic disease. Additional qualitative and quantitative analysis will be available during the presentation after analysis is completed. What was learned: Some key learnings from this project have been the scalability of e-Learning as a technology enabled professional development solution. The need for good design to enable engagement with content was consistent theme during feedback sessions. As well as using competency based testing to enable participants to gain professional development in a technology enabled platform has reduced nurse down time.
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Auliya, Ridha, and I. Putu Deny A. S. Prabowo. "BUSINESS PROCESS REENGINEERING IN THE BUSINESS PROCESS OF HAJJ AND UMRAH REGISTRATION SERVICES (CASE STUDY: MINISTRY OF RELIGION IN BALIKPAPAN CITY)." Airlangga Journal of Innovation Management 2, no. 1 (July 2, 2021): 68. http://dx.doi.org/10.20473/ajim.v2i1.25759.
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The Ministry of Religion of the Republic of Indonesia is the Ministry within the Indonesian Government in charge of religious affairs. The Ministry of Religion in Balikpapan can serve in the fields of Education, Marriage, Waqf, Consultants on Household Issues, Mosque Construction, Hajj and others. The Ministry of Religion in the Field of Hajj and Umrah (PHU) Administrators as community organizers and facilitators who of course must behave professionally in serving, accompanying and assisting everything that is needed and prepared by prospective pilgrims before departure until returning to worship. Hajj and Umrah organizers as institutions within the ministry of religion certainly need to fulfill the demands of providing guidance. In this practical work, the special task carried out at the Ministry of Religion of the City of Balikpapan is to carry out Business Process Reengineering in the business process for Hajj registration services during the COVID-19 pandemic, so that the business process becomes more effective and efficient. Preparation of a Business Process with a Business Process Reengineering by providing additional activities and reducing activities. The addition of this activity for prospective pilgrims is proposed to first check the haj registration information on the kemenag.go.id website or asramahajibalikpapan.co.id. The information on the website is complete for community needs. So with the prospective pilgrims who can check Hajj registration information online, it can eliminate misunderstandings and the quality of service provided by the Ministry of Religion is already very good.
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Daniati, Erna. "Logika Fuzzy Model Tahani untuk Rekomendasi Pilihan Kursus di Kampung Inggris Pare Kedir." Creative Information Technology Journal 3, no. 3 (September 23, 2016): 200. http://dx.doi.org/10.24076/citec.2016v3i3.77.
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Kampung Inggris terletak di Pare Kabupaten Kediri Jawa Timur. Di tempat ini terdapat pusat pembelajaran Bahasa Inggris terbesar di Kota Kediri dan kemungkinan juga terbesar di Indonesia. Tidak jarang di Kampung Inggris ada banyak pendatang yang berasal dari luar kota dan pulau. Banyaknya peserta kursus yang datang dari berbagai penjuru daerah di Indonesia, penggunaan internet pun semakin berkembang dan para calon siswa akan menggunakan internet untuk mencari lembaga-lembaga kursus yang ada di Kampung Inggris karena dirasa lebih efektif dan efisien. Tidak jarang para calon peserta kursus lebih berminat pada pendaftaran sistem online dan menggunakan jasa rekomendasi dari situs-situs yang menyediakan jasa rekomendasi sekaligus reservasi karena dirasa lebih efisien. Dengan demikian rekomendasi reservasi pilihan tempat kursus sangat diperlukan oleh calon siswa, masalah ini dapat diselesaikan dengan menggunakan logika fuzzy dengan model tahani. Dimana calon peserta kursus, akan merasa terbantu dengan adanya sistem ini dengan memberikan rekomendasi lembaga-lembaga yang sesuai dengan kriteria calon peserta kursus dengan cara menginput kriteria pada sistem oleh pengguna. Sehingga pada akhir prosesnya, pengguna akan mendapatkan daftar rekomendasi lembaga yang direkomendasikan berdasarkan kriteria masukannya.English village is located in Pare, Kediri Regency, East Java. In this place, there is the largest English language learning center in Kediri and it is maybe the largest in Indonesia. It is not seldom in the English Village that many people who come from outside the city and the island. The number of course participants who came from around the region in Indonesia, the use of the Internet was growing and prospective students will use the internet to search the course institutions which existing in English Village because it was felt more effective and efficient. It is not infrequently the prospective course participants more interested in the online system of registration and use services of the recommendations of sites that provide services at the same time on the reservation, because it is considered more efficient. Thus the choice of the course on a reservation is required by prospective students, this problem can be solved by fuzzy logic model using tahani. Where prospective participants will feel be helped using this recommendation system with giving properly recomendation institutions using the criteria of prospective courses in way of inputing the criteria by user. So, the final process, the user will get a list of institution recommendations based on the criteria input.
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Whittingham, Koa, Jeanie Sheffield, Catherine Mak, Corrine Dickinson, and Roslyn N. Boyd. "Early Parenting Acceptance and Commitment Therapy ‘Early PACT’ for parents of infants with cerebral palsy: a study protocol of a randomised controlled trial." BMJ Open 10, no. 10 (October 2020): e037033. http://dx.doi.org/10.1136/bmjopen-2020-037033.
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IntroductionNew international clinical practice guidelines exist for identifying infants at high risk of cerebral palsy (CP) earlier: between 12 to 24 weeks corrected age, significantly earlier than previous diagnosis windows in Australia at 19 months. The earlier detection of infants at high risk of CP creates an opportunity for earlier intervention. The quality of the parent-infant relationship impacts various child outcomes, and is leveraged in other forms of intervention. This paper presents the protocol of a randomised controlled trial of an online parent support programme, Early Parenting Acceptance and Commitment Therapy (Early PACT) for families of infants identified as at high risk of CP. We predict that participating in the Early PACT programme will be associated with improvements in the parent-infant relationship, in parent mental health and well-being as well as infant behaviour and quality of life.Methods and analysisThis study aims to recruit 60 parents of infants (0 to 2 years old corrected age) diagnosed with CP or identified as at high risk of having CP. Participants will be randomly allocated to one of two groups: Early PACT or waitlist control (1:1). Early PACT is an online parent support programme grounded in Acceptance and Commitment Therapy (ACT). It is delivered as a course on an open source course management system called edX. Early PACT is designed to support parental adjustment and parent-infant relationship around the time of early diagnosis. Assessments will be conducted at baseline, following completion of Early PACT and at 6-month follow-up (retention). The primary outcome will be the quality of parent-child interactions as measured by the Emotional Availability Scale. Standard analysis methods for randomised controlled trial will be used to make comparisons between the two groups (Early PACT and waitlist control). Retention of effects will be examined at 6-month follow-up.Ethics and disseminationThis study is approved through appropriate Australian and New Zealand ethics committees (see in text) with parents providing written informed consent. Findings from this trial will be disseminated through peer-reviewed journal publications and conference presentations.Trial registration detailsThis trial has been prospectively registered on 12 June 2018 to present (ongoing) with the Australian New Zealand Clinical Trials Registry (ACTRN12618000986279); https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=3 74 896
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Sastradipraja, Cecep Kurnia, Dery Ahmad Kamalino, and Falentino Sembiring. "Learning Management System Design Course And Training Institutions (Case Study: Earth Creative Institute)." Justek : Jurnal Sains dan Teknologi 2, no. 1 (December 9, 2020): 9. http://dx.doi.org/10.31764/justek.v3i1.3513.
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Abstract: This research aims to design a learning management system application at LKP Bumi Kreatif Institute where the learning process in the institution is still classically carried out and does not have system support for online learning so that learning will be hampered in the event of natural disasters such as the Current Covid-19 pandemic because it requires all learning activities to be carried out at home and there is no direct interaction between students and instructors in the classroom. The process in developing applications using waterfall models includes observation studies, system modeling using UML, application construction using PHP and MySQL programming languages as database management, system testing using BlackBox, and to test application feasibility, usability testing is used by distributing questionnaires and weighting through Likert scales. Based on the results of research conducted that the application built can be implemented and able to facilitate online learning activities at the LKP Bumi Kreatif Institute, starting from the registration process, payment calculation, course administration management, students, and instructors. The results of the usability value recap show the overall attribute has an average user acceptance value of 4.27 so it can be said that the application implementation of Learning Management System in LKP Bumi Kreatif Institute has a good value of usability aspect, namely: learnability, efficiency, memorability, errors, and satisfaction.Abstrak: Penelitian ini bertujuan untuk merancang aplikasi sistem manajemen pembelajaran di Lembaga LKP Bumi Kreatif dimana proses pembelajaran di lembaga tersebut masih dilakukan secara klasikal dan belum memiliki dukungan sistem pembelajaran daring sehingga pembelajaran akan terhambat jika terjadi bencana alam seperti pandemi Covid-19 saat ini karena mengharuskan semua kegiatan pembelajaran dilakukan di rumah dan tidak ada interaksi langsung antara siswa dan instruktur di dalam kelas. Proses dalam pengembangan aplikasi menggunakan model waterfall meliputi studi observasi, pemodelan sistem menggunakan UML, pembuatan aplikasi menggunakan bahasa pemrograman PHP dan MySQL sebagai pengelolaan database, pengujian sistem menggunakan BlackBox, dan untuk menguji kelayakan aplikasi digunakan pengujian usability dengan menyebarkan kuisioner dan pembobotan melalui Skala likert. Berdasarkan hasil penelitian yang dilakukan bahwa aplikasi yang dibangun dapat diimplementasikan dan mampu memfasilitasi kegiatan pembelajaran daring di lembaga LKP Bumi Kreatif, mulai dari proses pendaftaran, perhitungan pembayaran, pengelolaan administrasi kursus, mahasiswa, dan instruktur. Hasil rekap nilai usability menunjukkan secara keseluruhan atribut memiliki rata-rata nilai penerimaan pengguna sebesar 4.27 sehingga dapat dikatakan bahwa penerapan sistem manajemen pembelajaran di LKP Bumi Kreatif Institute memiliki nilai aspek usability yang baik yaitu: learnability, efficiency, memorability, errors, and satisfaction.
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Naumuk, Iryna, and Nataliia Korzun. "Features of the use of elements of distance learning in the process of training future teachers of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (June 1, 2015): 70–80. http://dx.doi.org/10.32919/uesit.2018.03.07.
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On today in all institutions of higher education there is an actual problem with creation of high-tech information and communication educational-scientific system. This is in line with the needs of the information society, modern achievements in science and technology, international standard. At training of future teachers of Informatics occupies an important place modular object-oriented dynamic learning environment Moodle. Moodle have free access to the management of training content, personifying "pedagogy of constructionism" and focuses on the teacher and the student under time for learning. Moodle can also be used for remote courses and support full-time and part-time (distance) learning.
The article deals with the issue of improvement of modern approaches in organization of educational process in higher education institutions of Ukraine. Based on the experience of foreign and Ukrainian scientists was the introduction of elements of distance learning for training of teachers of Informatics. The basic concepts are analyzed distance learning, compared with traditional forms of education.
The advantages and disadvantages of using the remote control system are considered training on the basis of Melitopol state pedagogical University named after Bogdan Khmelnitsky. Based on experience, various aspects are described the use of SDN in professional activities. Much attention is paid to authorization of students in the LMS and online course. Work is considered in edit mode, which allows you to make a variety of edits to the VTS. It registration of new listeners in the system and creation of new categories, subcategories, courses, development of lecture, practical material, work with a forum that allows course participants to communicate with the teacher and with the other listener. Learning process using distance learning technologies based on distance learning classes in synchronous or asynchronous modes.
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Handayani, Indri, Erick Febriyanto, and Andrew Jethro. "Designing Popular Classes on Viewboard Public Assessment of Lectures Based on YII Framework." Aptisi Transactions On Technopreneurship (ATT) 1, no. 2 (November 27, 2019): 144–56. http://dx.doi.org/10.34306/att.v1i2.33.
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The lecture support system in Higher Education has information about student identity in each system, such as profile photos, names, NIM (Student Registration Number) and according to system requirements. An assessment on the public viewboard is an Online Assessment System aimed at improving services at Raharja University. However, in the multiplication flow system still has 3 disadvantages, namely, students do not yet have the facility to see the allocation value between friends in one class in one course to be able to improve the results of lecture grades with classmates and also between classes. In class design Popular writers also do five methods, namely the method of analysis, method of literature review, observation method, design method, and then implemented. With the existence of this study, there are 3 Benefits, namely, students can see the value determined by classmates, can improve the value, and lecturers can ensure the value given must be recognized by students.
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Handayani, Indri, Erick Febriyanto, and Andrew Jethro. "Designing Popular Classes on Viewboard Public Assessment of Lectures Based on YII Framework." Aptisi Transactions On Technopreneurship (ATT) 1, no. 2 (August 21, 2019): 144–56. http://dx.doi.org/10.34306/att.v1i2.68.
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The lecture support system in Higher Education has information about student identity in each system, such as profile photos, names, NIM (Student Registration Number) and according to system requirements. An assessment on the public viewboard is an Online Assessment System aimed at improving services at Raharja University. However, in the multiplication flow system still has 3 disadvantages, namely, students do not yet have the facility to see the allocation value between friends in one class in one course to be able to improve the results of lecture grades with classmates and also between classes. In class design Popular writers also do five methods, namely the method of analysis, method of literature review, observation method, design method, and then implemented. With the existence of this study, there are 3 Benefits, namely, students can see the value determined by classmates, can improve the value, and lecturers can ensure the value given must be recognized by students.
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Strauss, Julia C. "Of Silk Roads and Global Transformations: China's Rise and its Impact on the Developing World." China Quarterly 239 (September 2019): 804–12. http://dx.doi.org/10.1017/s030574101900105x.
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On a random Tuesday in May 2019, I found myself in Shanghai's Pudong International Airport, waiting in a fortunately short and quickly moving immigration line prior to a return flight home. Just to the right was an immigration desk with what appeared to be a new sign: a “Belt-and-Road” channel (Yidai yilu tongdao). There was no one behind the BRI desk. I was intrigued by this, but of course did not dare to take a photograph of the sign in a restricted zone. Twenty minutes later I attempted to log on from the airline lounge, and ended with failure. The relevant two-step process now involved a passport scan, the receipt of a registration number that required inputting an (overseas) mobile number and receiving SMS verification with further password. The juxtaposition of the fast-track but empty BRI immigration desk and the clunky double verification procedure to get online at all seemed to encapsulate much China's current position in the world.
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Riese, Katrin, Mareike Bayer, Gerhard Lauer, and Annekathrin Schacht. "In the eye of the recipient." Scientific Study of Literature 4, no. 2 (December 31, 2014): 211–32. http://dx.doi.org/10.1075/ssol.4.2.05rie.
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Plot suspense is one of the most important components of narrative fiction that motivate recipients to follow fictional characters through their worlds. The present study investigates the dynamic development of narrative suspense in excerpts of literary classics from the 19th century in a multi-methodological approach. For two texts, differing in suspense as judged by a large independent sample, we collected (a) data from questionnaires, indicating different affective and cognitive dimensions of receptive engagement, (b) continuous ratings of suspense during text reception from both experts and lay recipients, and (c) registration of pupil diameter as a physiological indicator of changes in emotional arousal and attention during reception. Data analyses confirmed differences between the two texts at different dimensions of receptive engagement and, importantly, revealed significant correlations of pupil diameter and the course of suspense over time. Our findings demonstrate that changes of the pupil diameter provide a reliable ‘online’ indicator of suspense.
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Zhou, Lijuan, Feifei Zhang, Shudong Zhang, and Min Xu. "Study on the Personalized Learning Model of Learner-Learning Resource Matching." International Journal of Information and Education Technology 11, no. 3 (2021): 143–47. http://dx.doi.org/10.18178/ijiet.2021.11.3.1503.
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With the development of service integration technology, online learning platforms have gathered a large number of learning resources, causing learners to get lost in a variety of course information and it is difficult to obtain learning resources that match their own needs. The proposal of personalized learning gives the problem a direction to solve. However, current personalized learning resource recommendation services facing problems such as excessive candidate resources, sparse history and cold starts. In addition, the learning resources provided also show problems of "difficult or easy, uneven quality". For this article researches the personalized learning recommendation model of learner-learning resource matching. The main content includes three parts: First, build a demand model based on learner registration information, learning behavior and other data. Second, analyze the access behavior of learning resources and assess their quality. Third, calculate the matching degree between learners and learning resources based on the demand model and the quality information of the learning resources, and recommend them.
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Haugh, Stephanie, Laura O'Connor, Brian Slattery, Michelle Hanlon, Jack Flynn, Sarah Quinn, Caroline Jennings, and Brian E. McGuire. "An analysis of psychotherapies delivered online and in person for patients with chronic pain: protocol for a systematic review and network meta-analysis." HRB Open Research 2 (October 24, 2019): 25. http://dx.doi.org/10.12688/hrbopenres.12953.1.
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Introduction: There is increasing evidence for the use of psychotherapies, including cognitive behavioural therapy, acceptance and commitment therapy, and mindfulness based stress reduction therapy, as an approach to management of chronic pain. Similarly, online psychotherapeutic interventions have been shown to be efficacious, and to arguably overcome practical barriers associated with traditional face-to-face treatment for chronic pain. This is a protocol for a systematic review and network meta-analysis aiming to evaluate and rank psychotherapies (delivered in person and online) for chronic pain patients. Methods/ design: Four databases, namely the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE and PsycINFO will be searched from inception. Randomised controlled trials that have evaluated psychological interventions for pain management delivered online or in person will be included in the review. Data will be independently extracted in duplicate and the Cochrane Collaboration Risk of Bias Tool will be used to assess study quality. Measures of pain interference will be extracted as the primary outcome and measures of psychological distress will be extracted as the secondary outcome. A network meta-analysis will generate indirect comparisons of psychotherapies across treatment trials. Rankings of psychotherapies for chronic pain will be made available. Discussion: A variety of psychotherapies, delivered both online and in person, have been used in an attempt to help manage chronic pain. Although occasional head to head trials have been conducted, little evidence exists to help identify which psychotherapy is most effective in reducing pain interference. The current review will address this gap in the literature and compare the psychotherapies used for internet delivered and in person interventions for chronic pain in relation to the reduction of pain interference and psychological distress. Results will provide a guide for clinicians when determining treatment course and will inform future research into psychotherapies for chronic pain. PROSPERO registration: CRD42016048518 01/11/16
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Haugh, Stephanie, Laura O'Connor, Brian Slattery, Michelle Hanlon, Jack Flynn, Sarah Quinn, Caroline Jennings, and Brian E. McGuire. "The relative effectiveness of psychotherapeutic techniques and delivery modalities for chronic pain: a protocol for a systematic review and network meta-analysis." HRB Open Research 2 (August 17, 2020): 25. http://dx.doi.org/10.12688/hrbopenres.12953.2.
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Introduction: There is increasing evidence for the use of psychotherapies, including cognitive behavioural therapy, acceptance and commitment therapy, and mindfulness based stress reduction therapy, as an approach to management of chronic pain. Similarly, online psychotherapeutic interventions have been shown to be efficacious, and to arguably overcome practical barriers associated with traditional face-to-face treatment for chronic pain. This is a protocol for a systematic review and network meta-analysis aiming to evaluate and rank psychotherapies (delivered in person and online) for chronic pain patients. Methods/ design: Four databases, namely the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE and PsycINFO will be searched from inception. Randomised controlled trials that have evaluated psychological interventions for pain management delivered online or in person will be included in the review. Data will be independently extracted in duplicate and the Cochrane Collaboration Risk of Bias Tool will be used to assess study quality. Measures of pain interference will be extracted as the primary outcome and measures of psychological distress will be extracted as the secondary outcome. A network meta-analysis will generate indirect comparisons of psychotherapies across treatment trials. Rankings of psychotherapies for chronic pain will be made available. Discussion: A variety of psychotherapies, delivered both online and in person, have been used in an attempt to help manage chronic pain. Although occasional head to head trials have been conducted, little evidence exists to help identify which psychotherapy is most effective in reducing pain interference. The current review will address this gap in the literature and compare the psychotherapies used for internet delivered and in person interventions for chronic pain in relation to the reduction of pain interference and psychological distress. Results will provide a guide for clinicians when determining treatment course and will inform future research into psychotherapies for chronic pain. PROSPERO registration: CRD42016048518 01/11/16
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Johnson, E., L. Eldasher, and D. Clausen. "AB1353-HPR EMPOWERING LEARNERS TO “OWN” THEIR PERFORMANCE: PRESENTING EDUCATIONAL PERFORMANCE DATA BACK TO LEARNERS AS A COMPONENT OF AND RATIONALE FOR SUBSEQUENT EDUCATION." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 1964.2–1964. http://dx.doi.org/10.1136/annrheumdis-2020-eular.4748.
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Background:Beginning in 2016, RMEI created multiple accredited online education focused on RA and designed for rheumatologists. In 2018, the educational scope expanded to include live meetings, starting with a symposium at EULAR. For all programming from 2016-18 (6 courses, in both live and online settings), educational content was developed based on performance data from the previous RA courses. During the 2019 EULAR symposium, we presented the outcomes findings - from both the 2018 symposium and online courses – to the assembled rheumatologists, identifying ongoing educational gaps observed in their specialty population. The rationale: to create continuity between symposia over time by demonstrating incremental improvements and continuing areas of need, while also endowing learners with a greater sense of ownership and investment in forthcoming educational content.Objectives:To evaluate the impact of presenting learner’s educational performance data to them before education addressing persistent gaps identified in their performance the year prior.Methods:Data collected during the 2018 EULAR symposium was analyzed to understand the underlying drivers impacting poor performance in an identified area of ongoing educational need (cycling versus switching TNF inhibitors). A linear regression model was run including all non-related curriculum, demographic, and evaluation questions as possible drivers against those related low-scoring (at Post-Test) curriculum questions. The content of RMEI’s 2019 symposium at EULAR was developed to address the identified significant drivers to improve population proficiency in cycling versus switching. In addition to developing content based on the above findings, that data was also presented to learners in poster format prior to their participation in the 2019 symposium. During the period between on-site registration and the start of the symposium, attendees had the opportunity to explore data-driven insights, via audio-guided posters located around the meeting room. These insights included discussion of 2018 data analysis, identified drivers of poor performance, introduced the iterative data-driven methodology employed, and rationale behind content development for the 2019 symposium. At the conclusion of the 2019 symposium learners were asked to describe the impact/relevance of being presented with their performance data, their intention of incorporating course content into practice, and what specifically they intended to change.Results:Data was collected on 135 clinicians (primarily physicians who actively treat patients with rheumatoid arthritis) who attended, and participated in, the symposium. With specific regard to the impact of seeing their own data presented back to them, 80% reported that seeing the learner data from the 2018 symposium enhanced their current learning experience. Further, 86% reported that they intended to incorporate course content into their clinical practice. Specifically, this population reported an intent to change their treatment approach and patient education practices.Conclusion:Education is only as effective as the degree to which the audience is engaged. While year over year data from 2016 through 2018 demonstrated that an iterative approach facilitated the meaningful and necessary reinforcement of challenging concepts, learners in prior years were not aware of the methodological underpinnings of the educational offerings. Presenting this population with findings derived from their performance - as a rationale for the education they were about to participate in proved a compelling motivator for active learner engagement, and may have had a positive influence on the degree to which learners implemented course content into their clinical practice.Disclosure of Interests:None declared
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Dwikoranto, D., Rahyu Setiani, Binar Kurnia Prahani, and Husni Mubarok. "Mobile Learning to Improve Student Collaborative Skills: An Alternative to Online Learning in the Era of Covid-19 Pandemic." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 4, no. 3 (November 30, 2020): 259. http://dx.doi.org/10.36312/e-saintika.v4i3.314.
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This research aimed to produce a valid and effective mobile learning model and tools as an alternative to online learning solutions in the era of the Covid-19 pandemic. The tutorial tools are: tutorial activity design, tutorial activity unit, student activity sheet, and collaborative ability test. The trial design used a Pre-Experiment with a one group pre-test and post-test design. The research subject was the Pre-service Primary Teachers (PPTs) programming the elementary concept science course for the registration period of 2020. The data collection instruments included: (1) tutorial tool validity assessment sheet and (2) collaborative ability test. The research data were in the form of pre-test scores and post-test scores after going through a series of prerequisite tests: normality test and homogeneity test which were then analyzed using paired t-test. The mean level of improvement in the pre-test and post-test scores were calculated using the gain score. The results showed that: (1) the development of mobile learning which was included in the content and construct in the valid category, and supported by tutorial tools was included in the valid category and (2) the developed mobile learning was included in the effective category because of the significant increase in student collaborative abilities in limited trials and extensive trials in moderate criteria and students respond positively to the tools and tutorial processes. Based on the above, it can be concluded that the development of mobile learning was valid and effective to improve student collaborative abilities.
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Löffler, Christin, Antje Krüger, Anne Daubmann, Julia Iwen, Marc Biedermann, Maike Schulz, Karl Wegscheider, Attila Altiner, Gregor Feldmeier, and Anja Wollny. "Optimizing Antibiotic Prescribing for Acute Respiratory Tract Infection in German Primary Care: Study Protocol for Evaluation of the RESIST Program." JMIR Research Protocols 9, no. 9 (September 30, 2020): e18648. http://dx.doi.org/10.2196/18648.
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Background The emergence and increased spread of microbial resistance is a major challenge to all health care systems worldwide. In primary care, acute respiratory tract infection (ARTI) is the health condition most strongly related to antibiotic overuse. Objective The RESIST program aims at optimizing antibiotic prescribing for ARTI in German primary care. By completing a problem-orientated online training course, physicians are motivated and empowered to utilize patient-centered doctor-patient communication strategies, including shared decision making, in the treatment of patients with ARTI. Methods RESIST will be evaluated in the form of a nonrandomized controlled trial. Approximately 3000 physicians of 8 (out of 16) German federal states can participate in the program. Patient and physician data are retrieved from routine health care data. Physicians not participating in the program serve as controls, either among the 8 participating regional Associations of Statutory Health Insurance Physicians (control group 1) or among the remaining associations not participating in RESIST (control group 2). Antibiotic prescription rates before the intervention (T0: 2016, 1st and 2nd quarters of 2017) and after the intervention (T1: 3rd quarter of 2017 until 1st quarter of 2019) will be compared. The primary outcome measure is the overall antibiotic prescription rate for all patients insured with German statutory health insurance before and after provision of the online course. The secondary outcome is the antibiotic prescription rate for coded ARTI before and after the intervention. Results RESIST is publicly funded by the Innovations funds of the Federal Joint Committee in Germany and was approved in December 2016. Recruitment of physicians is now completed, and a total of 2460 physicians participated in the intervention. Data analysis started in February 2020. Conclusions With approximately 3000 physicians participating in the program, RESIST is among the largest real-world interventions aiming at reducing inadequate antibiotic prescribing for ARTI in primary care. Long-term follow up of up to 21 months will allow for investigating the sustainability of the intervention. Trial Registration ISRCTN Registry ISRCTN13934505; http://www.isrctn.com/ISRCTN13934505 International Registered Report Identifier (IRRID) RR1-10.2196/18648
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Abdullahi, Akibu Mahmoud, Mokhairi Makhtar, and Suhailan Safie. "The patterns of accessing learning management system among students." Indonesian Journal of Electrical Engineering and Computer Science 13, no. 1 (January 1, 2019): 15. http://dx.doi.org/10.11591/ijeecs.v13.i1.pp15-21.
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<p>Learning Management System (LMS) is an online software that was hosted on a server and designed specifically to manage learners’ information, course registration, learning content, and assessment tool. Educational data mining is a way of evaluating and using methods for examining the unique and large dataset that come from educational field, and applying those in order to understand how students learn and the settings in which they learn. Many students use to miss some of the activities posted by their instructors, due to the short deadline, and they are not accessing the LMS regularly or every day. The purpose of this paper is to explore the way on how student access LMS and which day is the most frequent accessed. The findings show that, the total number of accessing LMS among 33 students is 16060, and the mean is 486.67, S16 recorded the highest number of accessing the LMS (965 access), while S24 as the least number of access (275). And the correlation between Tuesdays is significant, positive and strong correlation with Wednesdays (0.546), and positive, but weak with Thursdays (0.292), Fridays (0.244), Saturdays (0.334), and Sundays (0.291).</p>
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Guillou Landreat, Morgane, Isabelle Chereau Boudet, Bastien Perrot, Lucia Romo, Irene Codina, David Magalon, Melina Fatseas, et al. "Problem and non-problem gamblers: a cross-sectional clustering study by gambling characteristics." BMJ Open 10, no. 2 (February 2020): e030424. http://dx.doi.org/10.1136/bmjopen-2019-030424.
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ObjectivesGambling characteristics are factors that could influence problem gambling development. The aim of this study was to identify a typology of gamblers to frame risky behaviour based on gambling characteristics (age of initiation/of problem gambling, type of gambling: pure chance/chance with pseudoskills/chance with elements of skill, gambling online/offline, amount wagered monthly) and to investigate clinical factors associated with these different profiles in a large representative sample of gamblers.Design and settingThe study is a cross-sectional analysis to the baseline data of the french JEU cohort study (study protocol : Challet-Boujuet al, 2014). Recruitment (April 2009 to September 2011) involved clinicians and researchers from seven institutions that offer care for or conduct research on problem gamblers (PG). Participants were recruited in gambling places, and in care centres. Only participants who reported gambling in the previous year between 18 and 65 years old were included.Participants gave their written informed consent, it was approved by the French Research Ethics Committee.ParticipantsThe participants were 628 gamblers : 256 non-problem gamblers (NPG), 169 problem gamblers without treatment (PGWT) and 203 problem gamblers seeking treatment (PGST).ResultsSix clustering models were tested, the one with three clusters displayed a lower classification error rate (7.92%) and was better suited to clinical interpretation : ‘Early Onset and Short Course’ (47.5%), ‘Early Onset and Long Course’ (35%) and ‘Late Onset and Short Course’ (17.5%). Gambling characteristics differed significantly between the three clusters.ConclusionsWe defined clusters through the analysis of gambling variables, easy to identify, by psychiatrists or by physicians in primary care. Simple screening concerning these gambling characteristics could be constructed to prevent and to help PG identification. It is important to consider gambling characteristics : policy measures targeting gambling characteristics may reduce the risk of PG or minimise harm from gambling.Trial registration numberNCT01207674(ClinicalTrials.gov); Results.
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Rudenko, Yuliia. "Testing the results of the training aimed at future preschool educators by means of the Microsoft Teams program in distance and mixed forms of teaching / learning." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 75–81. http://dx.doi.org/10.24195/2617-6688-2021-1-10.
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The article considers the specifics of teaching the discipline "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education" in terms of distant and blended learning. The educational and methodological complex of the course is elaborated in accordance with the syllabi; program learning outcomes; a list of general and profession-related competences that are expected to be formed while studying the discipline; lectures, seminars, practical, laboratory classes; tasks for independent work; individual educational research tasks; evaluation criteria for different types of work for all types of control, etc. At the initial stage of teaching the discipline, a special seminar was held for students – future educators on the topic "Organisation of distance learning using Microsoft Teams software». During a specialised seminar, the future educators were acquainted with: the features of the online content of Microsoft Teams; registration procedure on the platform; obtaining an access password and e-mail address to participate in the work of virtual classes and commands; organisation of the educational process, remote dialogic communication using Microsoft Teams resources; creation of a library of learning materials (lecture notes, video lectures, presentations on the content of lectures, assignments for seminars, practical classes, etc.); possibilities of placing practical materials (tasks for practical classes, independent work, individual educational research tasks, etc.) with the help of OneDrive. The specialised seminar helped to increase the level of digital, information-related, information-digital competence of future educators of preschool educational institutions, which was a prerequisite for success in mastering profession-related disciplines. The article provides instructions for organising practical classes and lectures on the course "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education", prescribes the procedure for testing (current (modular) and final testing). The testing of the programme outcomes using Microsoft Teams and Office 365 software allowed us to optimise the teaching of the course within blended and distance learning.
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Utama, I. Putu Ananda Miarta, Sri Suryani Prasetyowati, and Yuliant Sibaroni. "Multi-Aspect Sentiment Analysis Hotel Review Using RF, SVM, and Naïve Bayes based Hybrid Classifier." JURNAL MEDIA INFORMATIKA BUDIDARMA 5, no. 2 (April 25, 2021): 630. http://dx.doi.org/10.30865/mib.v5i2.2959.
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In the hotel tourism sector, of course, it cannot be separated from the role of social media because tourists tend to share experiences about services and products offered by a hotel, such as adding pictures, reviews, and ratings which will be helpful as references for other tourists, for example on the media online TripAdvisor. However, tourists' many experiences regarding a hotel make some people feel confused in determining the right hotel to visit. Therefore, in this study, an aspect-based analysis of reviews on hotels is carried out, which will make it easier for tourists to determine the right hotel based on the best category aspects. The dataset used is the TripAdvisor Hotel Reviews dataset which is already on the Kaggle website. And has five aspects, namely Room, Location, Cleanliness, Registration, and Service. A review analysis was carried out into positive and negative categories using the Random Forest, SVM, and Naive Bayes based Hybrid Classifier methods to solve this problem. In this study the Hybrid Classifier method gets better accuracy than the classification using one algorithm on multi-aspect data, namely the Hybrid Classifier got an average accuracy 84%, Naïve Bayes got an average accuracy 82.4%, Random Forest got an average accuracy 82.2%, and use SVM got an average accuracy 81%
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Duffecy, Jennifer, Rebecca Grekin, Hannah Hinkel, Nicholas Gallivan, Graham Nelson, and Michael W. O'Hara. "A Group-Based Online Intervention to Prevent Postpartum Depression (Sunnyside): Feasibility Randomized Controlled Trial." JMIR Mental Health 6, no. 5 (May 28, 2019): e10778. http://dx.doi.org/10.2196/10778.
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Background Postpartum depression (PPD) has a 20% 3-month prevalence rate. The consequences of PPD are significant for the mother, infant, and the family. There is a need for preventive interventions for PPD, which are effective and accessible; however, many barriers exist for women who attempt to access perinatal depression prevention programs. Internet interventions for the treatment and prevention of depression are widely accepted as efficacious and may overcome some of the issues pertaining to access to treatment barriers perinatal women face. However, internet interventions offered without any human support tend to have low adherence but positive outcomes for those who do complete treatment. Internet support groups often have high levels of adherence but minimal data supporting efficacy as a treatment for depression. Taken together, these findings suggest that combining the treatment components of individual interventions with the support provided by an internet support group might create an intervention with the scalability and cost-effectiveness of an individual intervention and the better outcomes typically found in supported interventions. Objectives This study aimed to describe the development of a cognitive behavioral therapy (CBT) internet intervention with peer support to prevent PPD and examine preliminary depression and site usage outcomes. Methods User-centered design groups were used to develop the internet intervention. Once the intervention was developed, women who were 20 to 28 weeks pregnant with symptoms of depression (Patient Health Questionnaire-8 scores of 5-14) but who had no major depression diagnosis were enrolled in a randomized controlled trial (RCT) to compare 8 weeks of a CBT-based internet intervention with peer support to an individual internet intervention designed to prevent PPD. Assessments took place at baseline, 4 weeks, 8 weeks (end of treatment), and then 4 weeks and 6 weeks postpartum. Results A total of 25 women were randomized. Of these, 24 women completed the RCT. Patient Health Questionnaire-9 scores at 6 weeks postpartum remained below the clinical threshold for referral for treatment in both groups, with depression measures showing a decrease in symptoms from baseline to postpartum. At 6 weeks postpartum, only 4% (1/24) met the criteria for PPD. There was no difference between groups in adherence to the intervention, with an average of 14.55 log-ins over the course of treatment. Conclusions Results suggest women were responsive to both peer support and individual internet interventions to prevent PPD and that peer support may be a useful feature to keep participants adherent. Trial Registration ClinicalTrials.gov NCT02121015; https://clinicaltrials.gov/ct2/show/NCT02121015 (archived by WebCite at http://www.webcitation.org/765a7qBKy)
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Hayward, Gail, Christopher C. Butler, Ly-Mee Yu, Benjamin R. Saville, Nicholas Berry, Jienchi Dorward, Oghenekome Gbinigie, et al. "Platform Randomised trial of INterventions against COVID-19 In older peoPLE (PRINCIPLE): protocol for a randomised, controlled, open-label, adaptive platform, trial of community treatment of COVID-19 syndromic illness in people at higher risk." BMJ Open 11, no. 6 (June 2021): e046799. http://dx.doi.org/10.1136/bmjopen-2020-046799.
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IntroductionThere is an urgent need to idenfy treatments for COVID-19 that reduce illness duration and hospital admission in those at higher risk of a longer illness course and complications.Methods and analysisThe Platform Randomised trial of INterventions against COVID-19 In older peoPLE trial is an open-label, multiarm, prospective, adaptive platform, randomised clinical trial to evaluate potential treatments for COVID-19 in the community. A master protocol governs the addition of new interventions as they become available, as well as the inclusion and cessation of existing intervention arms via frequent interim analyses. The first three interventions are hydroxychloroquine, azithromycin and doxycycline. Eligible participants must be symptomatic in the community with possible or confirmed COVID-19 that started in the preceding 14 days and either (1) aged 65 years and over or (2) aged 50–64 years with comorbidities. Recruitment is through general practice, health service helplines, COVID-19 ‘hot hubs’ and directly through the trial website. Participants are randomised to receive either usual care or a study drug plus usual care, and outcomes are collected via daily online symptom diary for 28 days from randomisation. The research team contacts participants and/or their study partner following days 7, 14 and 28 if the online diary is not completed. The trial has two coprimary endpoints: time to first self-report of feeling recovered from possible COVID-19 and hospital admission or death from possible COVID-19 infection, both within 28 days from randomisation. Prespecified interim analyses assess efficacy or futility of interventions and to modify randomisation probabilities that allocate more participants to interventions with better outcomes.Ethics and disseminationEthical approval Ref: 20/SC/0158 South Central - Berkshire Research Ethics Committee; IRAS Project ID: 281958; EudraCT Number: 2020-001209-22. Results will be presented to policymakers and at conferences and published in peer-reviewed journals.Trial registration numberISRCTN86534580.
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Lystad, Reidar P., Diana Fajardo Pulido, Lorna Peters, Melissa Johnstone, Louise A. Ellis, Jeffrey Braithwaite, Viviana Wuthrich, Janaki Amin, Cate M. Cameron, and Rebecca J. Mitchell. "Monitoring Health and Well-Being in Emerging Adults: Protocol for a Pilot Longitudinal Cohort Study." JMIR Research Protocols 9, no. 4 (April 23, 2020): e16108. http://dx.doi.org/10.2196/16108.
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Background Emerging adulthood is a unique segment of an individual’s life course. The defining features of this transitional period include identity exploration, instability, future possibilities, self-focus, and feeling in-between adolescence and adulthood, all of which are thought to affect quality of life, health, and well-being. A longitudinal cohort study with a comprehensive set of measures would be a unique and valuable resource for improving the understanding of the multi-faceted elements and unique challenges that contribute to the health and well-being of emerging adults. Objective The main aim of this pilot study is to evaluate the feasibility and acceptability of recruiting university graduates to establish a longitudinal cohort study to inform our understanding of emerging adulthood. Methods This is a pilot longitudinal cohort study of Australian university graduates. It will involve collecting information via online surveys (baseline and 12-month follow-up) and data linkage with health records. Recruitment, response, and retention rates will be calculated. Descriptive analysis of the representativeness of recruited participants and completeness of survey responses will be conducted. Results Participant recruitment was completed in October 2018, and data collection for the baseline and follow-up surveys was completed in November 2019. As of April 2020, the process of acquiring health records from administrative data collections has commenced. Conclusions The findings from this pilot study will identify areas for improvement and inform the development of a future longitudinal cohort study of emerging adults. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12618001364268; https://tinyurl.com/teec8wh International Registered Report Identifier (IRRID) DERR1-10.2196/16108
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Pelletier, Jean-Francois, Janie Houle, Marie-Hélène Goulet, Robert-Paul Juster, Charles-Édouard Giguère, Jonathan Bordet, Isabelle Hénault, et al. "Online and Recovery-Oriented Support Groups Facilitated by Peer Support Workers in Times of COVID-19: Protocol for a Feasibility Pre-Post Study." JMIR Research Protocols 9, no. 12 (December 18, 2020): e22500. http://dx.doi.org/10.2196/22500.
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Background In times of pandemics, social distancing, isolation, and quarantine have precipitated depression, anxiety, and substance misuse. Scientific literature suggests that patients living with mental health problems or illnesses (MHPIs) who interact with peer support workers (PSWs) experience not only the empathy and connectedness that comes from similar life experiences but also feel hope in the possibility of recovery. So far, it is the effect of mental health teams or programs with PSWs that has been evaluated. Objective This paper presents the protocol for a web-based intervention facilitated by PSWs. The five principal research questions are whether this intervention will have an impact in terms of (Q1) personal-civic recovery and (Q2) clinical recovery, (Q3) how these recovery potentials can be impacted by the COVID-19 pandemic, (Q4) how the lived experience of persons in recovery can be mobilized to cope with such a situation, and (Q5) how sex and gender considerations can be taken into account for the pairing of PSWs with service users beyond considerations based solely on psychiatric diagnoses or specific MHPIs. This will help us assess the impact of PSWs in this setting. Methods PSWs will lead a typical informal peer support group within the larger context of online peer support groups, focusing on personal-civic recovery. They will be scripted with a fixed, predetermined duration (a series of 10 weekly 90-minute online workshops). There will be 2 experimental subgroups—patients diagnosed with (1) psychotic disorders (n=10) and (2) anxiety or mood disorders (n=10)—compared to a control group (n=10). Random assignment to the intervention and control arms will be conducted using a 2:1 ratio. Several instruments will be used to assess clinical recovery (eg, the Recovery Assessment Scale, the Citizenship Measure questionnaire). The COVID-19 Stress Scales will be used to assess effects in terms of clinical recovery and stress- or anxiety-related responses to COVID-19. Changes will be compared between groups from baseline to endpoint in the intervention and control groups using the Student paired sample t test. Results This pilot study was funded in March 2020. The protocol was approved on June 16, 2020, by the Research Ethics Committees of the Montreal Mental Health University Institute. Recruitment took place during the months of July and August, and results are expected in December 2020. Conclusions Study results will provide reliable evidence on the effectiveness of a web-based intervention provided by PSWs. The investigators, alongside key decision makers and patient partners, will ensure knowledge translation throughout, and our massive open online course (MOOC), The Fundamentals of Recovery, will be updated with the evidence and new knowledge generated by this feasibility study. Trial Registration ClinicalTrials.gov NCT04445324; https://clinicaltrials.gov/ct2/show/NCT04445324 International Registered Report Identifier (IRRID) PRR1-10.2196/22500
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Maydannik, Olga, Mikhail Gaponenko, and Roza Salieva. "Regulatory Issues of the Accounting Procedure for Civil R&D." Science Governance and Scientometrics 16, no. 2 (June 1, 2021): 178–222. http://dx.doi.org/10.33873/2686-6706.2021.16-2.178-222.
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Introduction. The issues of legal regulation of the accounting procedure for scientific research, experimental design and technological work for civil purposes (hereinafter — R&D, work) plays an important role in the implementation of governmental science & technological policy. Such accounting not only stimulates the identification and registration of rights to the results of intellectual activity (hereinafter referred to as RIA) created during the work — it also contributes to improving the quality of rights management for such RIAs, their commercialisation and their wider involvement in civil law turnover. It also creates conditions for accessing the effectiveness of budgetary expenditures for such work. In addition, the system for recording the results of R&D for civil purposes simplifies the implementation and administration of tax benefits associated with their performance. The aim of this study is to monitor current legislation for regulating civil R&D accounting procedures and to identify its shortcomings in order to determine further measures for improvement. Methods. The analytical research methods employed include systemic, structural, functional, specific and sociological, formal and legal, as well as technical and legal methods along with methods for interpreting legal rules. Results. The procedure for state registration of civil R&D projects carried out with federal budgetary funding is regulated by a set of regulatory legal acts of the Russian Federation. The technical basis for accounting is the state information system for recording scientific research results, experimental design and technological work for civil purposes (hereinafter referred to as the System). This system is accessible online. A list of accounting objects, forms of sending information for accounting and the procedure for interacting with customers and project executioners from the Ministry of Education and Science of Russia in the implementation of accounting have been established. The information contained in the System is publicly available, excluding certain types of information outlined by Russian law. Over the course of this research, we have identified and noted several shortcomings to legal regulations of the examined sphere of relations: there were some contradictions between individual regulatory documents. Measures to eliminate these shortcomings can further improve the legal frameworks governing this area of public relations. Conclusion. The materials collected as part of the monitoring effort enabled us to compile a holistic picture of the legal regulatory framework governing the accounting system for civil R&D results. The findings of this study can be used to optimise a public administration system taking into account scientific and technical activity results.
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Smith, Liz, and Margaret Curry. "Twelve tips for supporting online distance learners on medical post-registration courses." Medical Teacher 27, no. 5 (August 2005): 396–400. http://dx.doi.org/10.1080/01421590500086649.
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