Relevant bibliographies by topics / Teleconferences en education

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Academic literature on the topic 'Teleconferences en education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 February 2023

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Journal articles on the topic "Teleconferences en education"

1

Parboosingh, I. J., J. M. Lockyer, and T. C. McDowell. "CME teleconferences." Academic Medicine 62, no. 9 (1987): 785–6. http://dx.doi.org/10.1097/00001888-198709000-00017.

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Pereira, Bruno Monteiro Tavares, Thiago Rodrigues Araújo Calderan, Marcos Tadeu Nolasco da Silva, Antonio Carlos da Silva, Antonio Carlos Marttos Jr, and Gustavo Pereira Fraga. "Initial experience at a university teaching hospital from using telemedicine to promote education through video conferencing." Sao Paulo Medical Journal 130, no. 1 (2012): 32–36. http://dx.doi.org/10.1590/s1516-31802012000100006.

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CONTEXT AND OBJECTIVE: Telehealth and telemedicine services are advancing rapidly, with an increasing spectrum of information and communication technologies that can be applied broadly to the population's health, and to medical education. The aim here was to report our institution's experience from 100 videoconferencing meetings between five different countries in the Americas over a one-year period. DESIGN AND SETTING: Retrospective study at Universidade Estadual de Campinas. METHODS: Through a Microsoft Excel database, all conferences in all specialties held at our institution from September 2009 to August 2010 were analyzed retrospectively. RESULTS: A total of 647 students, physicians and professors participated in telemedicine meetings. A monthly mean of 8.3 (± 4.3) teleconferences were held over the analysis period. Excluding holidays and the month of inaugurating the telemedicine theatre, our teleconference rate reached a mean of 10.3 (± 2.7), or two teleconferences a week, on average. Trauma surgery and meetings on patient safety were by far the most common subjects discussed in our teleconference meetings, accounting for 22% and 21% of the total calls. CONCLUSION: Our experience with telemedicine meetings has increased students' interest; helped our institution to follow and discuss protocols that are already accepted worldwide; and stimulated professors to promote telemedicine-related research in their own specialties and keep up-to-date. These high-technology meetings have shortened distances in our vast country, and to other reference centers abroad. This virtual proximity has enabled discussion of international training with students and residents, to increase their overall knowledge and improve their education within this institution.
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Anderson, Elizabeth, Jacques du Plessis, and Tom Nickel. "Participation in international teleconferences and discussions: Implicit assumptions." Educational Technology Research and Development 49, no. 3 (2001): 118–23. http://dx.doi.org/10.1007/bf02504922.

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4

Pinzon-Perez, Helda, and Christy Zelinski. "The role of teleconferences in global public health education." Global Health Promotion 23, no. 2 (2015): 38–44. http://dx.doi.org/10.1177/1757975914567180.

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5

Queen, Courtney M., and Michele C. Williams. "Practical Strategies for Designing and Facilitating Teleconferences in Medical Education." Donald School Journal of Ultrasound in Obstetrics and Gynecology 15, no. 4 (2021): 365–70. http://dx.doi.org/10.5005/jp-journals-10009-1806.

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Rasyid, Aulia Nur, Syarifatul Amaliyah, and Amaliya Islami Nurlaili. "Kajian Kritis Penggunaan Aplikasi Tele-Conference Zoom dalam Perkuliahan Online Selama Masa Tanggap COVID-19." VEKTOR: Jurnal Pendidikan IPA 1, no. 2 (2020): 89–102. http://dx.doi.org/10.35719/vektor.v1i2.7.

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Pembelajaran daring merupakan cara yang dapat dilakukan oleh instansi pendidikan pada masa pandemi COVID-19. Pembelajaran daring telah mengubah wajah pendidikan di Indonesia yang semula pembelajaran secara offline atau pembelajaran tatap muka langsung menjadi online. Banyak aplikasi yang dapat digunakan untuk memudahkan pembelajaran, seperti aplikasi teleconference zoom yang marak dipakai oleh para dosen dan mahasiswa. Teleconference Zoom merupakan Platfrom Cloud yang menawarkan visual secara video dan audio conferencing, chat, dan webinar. Penulisan ini bertujuan untuk mendeskripsikan reaksi mahasiswa dalam menanggapi pembelajaran jarak jauh (PJJ) melalui Aplikasi Zoom. Metode yang digunakan dalam penulisan ini menggunakan pendekatan fenomenologis. Kepenulisan artikel ini merujuk pada Hasil observasi yang menggambarkan fenomena pembelajaran aktif dengan menggunakan Zoom dalam perspektif mahasiswa selama masa tanggap COVID-19. Oleh karena itu, aplikasi teleconference zoom sangat disarankan bagi pengajar untuk memaksimalkan pembelajaran jarak jauh. Kata Kunci: Analisis kritis, Teleconference, Zoom Cloud Online learning is the only way that educational institutions can do during the Covid-19 pandemic. Online learning has changed the face of education in Indonesia, which was originally offline learning or face-to-face learning directly online. Many applications can be used to facilitate learning, such as the zoom teleconference application which is widely used by lecturers and students. Teleconference Zoom is a Cloud Platform that offers visual video and audio conferencing, chat and webinars. This writing aims to describe how the use of the Zoom Application among students and how students respond to learning through the Zoom Application. The method used in this paper is through an online questionnaire collection survey. Survey results show that learning using teleconferences is very effective and helpful during social distancing. Keywords: Critical Analysis, Online Learning, Zoom Teleconference.
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Ho, Shiaw-Hooi, Rungsun Rerknimitr, Kuriko Kudo, et al. "Telemedicine for gastrointestinal endoscopy: The Endoscopic Club E-conference in the Asia Pacific Region." Endoscopy International Open 05, no. 04 (2017): E244—E252. http://dx.doi.org/10.1055/s-0043-102935.

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Abstract Background and study aims An Endoscopic Club E-conference (ECE) was set up in May 2014 to cater to increased demand for gastrointestinal endoscopy-related teleconferences in the Asia-Pacific region which were traditionally organized by the medical working group (MWG) of Asia-Pacific Advanced Network. This study describes how the ECE meeting was run, examines the group dynamics, outlines feedback and analyzes factors affecting the enthusiasm of participants. It is hoped that the findings here can serve as guidance for future development of other teleconference groups. Methods The preparation, running of and feedback on the ECE teleconference were evaluated and described. The country’s economic situation, time zone differences, connectivity with a research and education network (REN) and engineering cooperation of each member were recorded and analyzed with regard to their association with participant enthusiasm, which was taken as participation in at least 50 % of the meetings since joining. Associations were calculated using 2-way table with chi-square test to generate odds ratio and P value. Results To date, ECE members have increased from 7 to 29 (increment of 314 %). Feedback received indicated a high level of satisfaction with program content, audiovisual transmission and ease of technical preparation. Upper gastrointestinal luminal endoscopy-related topics were the most favored program content. Those topics were presented mainly via case studies with a focus on management challenges. Time zone differences of more than 6 hours and poor engineering cooperation were independently associated with inactive participation (P values of 0.04 and 0.001 respectively). Conclusions Good program content and high-quality audiovisual transmission are keys to the success of an endoscopic medical teleconference. In our analysis, poor engineering cooperation and discordant time zones contributed to inactive participation while connectivity with REN and a country’s economic situation were not significantly associated with participant enthusiasm.
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8

Scott-Monkhouse, Anila R., Michal Tal, and Maria Yelenevskaya. "International teleconferences in EGAP courses: preparing students for prospective professional situations." Language Learning in Higher Education 11, no. 1 (2021): 15–32. http://dx.doi.org/10.1515/cercles-2021-2003.

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Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.
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Batubara, Ismail Hanif, Kholidah Nur, Ali Topan Lubis, and Nanang Arianto. "The Effectiveness of Learning Using Social Media during the Covid 19 Pandemic in Higher Education." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 2177–83. http://dx.doi.org/10.33258/birci.v4i2.1908.

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This study explains the factual about learning using online media during long-distance lectures during the Covid 19 epidemic. Some students are used as a source of information using a qualitative approach method. By using behaviorism and cognitive theory.Online Distance Learning can take advantage of social media with virtual online learning via video conferencing, teleconferences, in groups on social media. Social media is a way out to get rid of boredom or stress from studying at home. These are new conditions for faculty and students, Makathe role of lecturers is very much needed in managing or managing learning starting from planning, organizing, actuating and evaluating in order to increase the effectiveness of the teaching and learning process during the COVID-19 pandemic.
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10

Sagitova, G. R., and M. Ya Ledyaev. "DISTANCE LEARNING TODAY. WHAT DO PEDIATRICIANS THINK?" Journal of Volgograd State Medical University 77, no. 1 (2021): 48–51. http://dx.doi.org/10.19163/1994-9480-2021-1(77)-48-51.

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In this paper, the authors share their observations on the attitude of pediatricians who underwent advanced training during the pandemic of a new coronavirus infection in the framework of distance learning (DL). According to the results of a correspondence survey, 77,7 % of respondents noted that pre-school education can be an auxiliary form for traditional education. Just under a quarter point to the unacceptability of DO in medical schools. During training, doctors faced a difficulty-lack of skills to work with online services (68 %). Of all forms, UP to 71,7 % chose teleconferences. To the question: «How important is the moment of personal communication with the teacher for You?» 69,9 % indicated that it is important, and 30,1 % considered that it is fundamentally important.
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