Preparing distance learning graduate students: Results of an innovative online orientation program

Leger, J. Michael; Ferris, Cynde; Nguyễn, Hoàng Tùng

doi:10.1016/j.sctalk.2023.100167

Cited by 2 publications

(3 citation statements)

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“…Despite the beneficial features of the LiSQuP program, participants have identified some challenges that they have experienced which are categorized into time-related issues, program-related difficulties, and personal constraints. These challenges are consistent with the findings of Kutlu & Titrek (2021), Ashida & Ishizaka (2022), and Leger et al (2023) that have identified difficulty in time management, work-study-life balance issues, and juggling multiple responsibilities as among the common hurdles that exert significant pressures on graduate students. These findings highlight the need for educational programs to incorporate self-regulation and holistic well-being strategies that would help students effectively adjust their learning processes and manage their responsibilities without compromising their health or academic performance.…”

Section: Challenges Of Graduate Ode Programsupporting

confidence: 87%

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Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Bajar,

Buemio,

Cacho

2024

Open Praxis

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This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program;2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

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Section: Challenges Of Graduate Ode Programsupporting

confidence: 87%

“…Frequently reported challenges include unstable internet connection, lack of suitable devices, and technological difficulties (Kutlu & Titrek, 2021;Upadhayaya, et. al., 2021;Ashida & Ishizaka, 2022;Leger, et. al., 2023).…”

Section: Challenges Experienced By Graduate Students In Odementioning

confidence: 99%

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Bajar,

Buemio,

Cacho

2024

Open Praxis

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“…Furthermore, students like the online learning objectives to be clearly outlined, using quality resources, and that they are readily available [3]. Adequate support and help from the faculty and information technology department were also crucial to student success [5]. Students felt that the severity of their personal COVID-19 situation, including economic issues, had a major impact on their learning [4].…”

Section: Introductionmentioning

confidence: 99%

Evolving Approaches to Meet Clinical Hours for Undergraduate Nursing Students during COVID-19

Rumsey

Joy

Leger

2023

IJERPH

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Background: The COVID-19 pandemic challenged all healthcare professionals to re-think how patient care is provided. Faculty in nursing schools faced similar challenges in offering adequate clinical hours to nursing students, because of the limited availability of clinical placements. Methods: A faculty in one school of nursing introduced virtual simulation resources to supplement in-person clinical hours. The faculty developed a revised clinical curriculum for students that included weekly objectives and deliverables for virtual simulations. The Simulation Effectiveness Tool-Modified (SET-M) was utilized to evaluate the effectiveness of the virtual simulations. Results: 130 students (88.4%) completed the post-implementation survey. After using the virtual simulations, 50% of the students reported feeling confident in providing interventions that foster patient safety. Furthermore, students reported a sound understanding of disease pathophysiology (60%) and medications (53.8%). The qualitative data indicated that students found the virtual simulations beneficial and a safe learning environment. Conclusion: Pre-pandemic virtual simulations were not used by this school of nursing to replace the traditional in-person clinical experiences. However, the pandemic demonstrated that the utilization of innovative virtual simulations are effective methods for student learning to augment traditional clinical experiences.

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Preparing distance learning graduate students: Results of an innovative online orientation program

Cited by 2 publications

References 10 publications

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Evolving Approaches to Meet Clinical Hours for Undergraduate Nursing Students during COVID-19

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