This article discusses the problem of using and delivering educational content from the Moodle learning management system to mobile devices. The primary goal of this study was to investigate the students' habits, motivations and technical possibilities in order to incorporate mobile-learning activities in the e-learning process. A mobile quiz has been chosen as an activity to be delivered on mobile devices. The developed mobile quiz application was integrated into Moodle. The application interface was tailored to various types of mobile devices aiming to foster mainstreaming of mobile technologies in e-learning. For the purposes of the evaluation, an experiment was conducted within the e-learning system at the Faculty of Organizational Sciences, the University of Belgrade. Data were obtained from the students who attended e-learning courses in the area of e-business. Research findings have shown that integration of the mobile quiz application into Moodle improves students' results and increases satisfaction and motivation for using mobile devices in their learning process. Scanlon, 2008). Mobile learning (m-Learning) allows for anyone to access information and learning materials from anywhere and at anytime, using a mobile device (Ally, 2009). As a result, students have the control of when and where they learn (Chen, Chang & Wang, 2008). Researches within the area of e-learning have pointed out that learning management systems (LMS) are the most frequently used solutions for organizing e-learning courses. These types of systems provide users with plethora of services, applications and interactions that leverage realization of learning activities. However, results from Hwang and Tsai (2011) suggest that the level
Smart healthcare is an emerging concept that relies on the synergy of various engineering concepts and intelligent technical innovations applicable to healthcare. Demand for smart healthcare engineers is anticipated to grow, hence, arising a need to educate profile engineers. The goal of this paper is to introduce an approach to designing a course for smart healthcare engineering education. Through the key topics of the course, students acquired new skills and knowledge from emerging technologies underlying smart healthcare. The proposed approach was evaluated at a graduate course at the Faculty of Organizational Sciences, University of Belgrade. The results indicate that there was a positive impact on the learning process as well as a positive learning experience.
T he evolution of information technology has revolutionized the practice of pathology. After years of traditional practice using glass slides, we are stepping into a new era of digital images and telepathology.1 Digital pathology can be defined as an image-based information environment enabled by computer technology that allows for the management of information generated from a digital slide. Digital pathology is enabled in part by virtual microscopy, which involves the conversion of glass slides into digital slides that can be viewed, managed and analyzed.2,3 The range of applications of digital pathology is wide and includes primary diagnosis, intraoperative and remote consultation through telepathology, 1,4-6 quality assurance, archiving, education and conferences, examinations, automated image analysis, research and publishing. 1,7 Traditionally, education and training in pathology have been delivered using glass slides and conventional microscopy. Recently, there has been a gradual switch to use of digital images and Web-based pathology resources at the different levels of medical education, from teaching medical students to residents.8 Whole-slide imaging technology allows glass slides to be scanned and viewed on a computer screen at different Background: It is anticipated that many licensing examination centres for pathology will begin fully digitizing the certification examinations. The objective of our study was to test the feasibility of a fully digital examination and to assess the needs, concerns and expectations of pathology residents in moving from a glass slide-based examination to a fully digital examination.
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