Student Engagement in Online Learning: Learners Attitude Toward E-Mentoring

Omar, Norziani Dahalan; Hassan, Hasmawati; Atan, Hanafi

doi:10.1016/j.sbspro.2012.11.351

Cited by 59 publications

(44 citation statements)

References 20 publications

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“…Similarly, type of curriculum, usually associating largely with learning goals, might also affect the effectiveness of online and offline learning; however, it is known that undergraduate medical courses emphasized mainly on basic knowledge and skills, we still cannot speculate whether online works better than offline learning across various curriculum types before new evidence emerges. Besides above, the effectiveness could also be influenced by characteristics of students themselves, such as gender, learning style [37], attitude [38], satisfaction [39] and level of engagement [40].…”

Section: Discussionmentioning

confidence: 99%

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Pei¹,

2019

Medical Education Online

636

464

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With the increasing use of technology in education, online learning has become a common teaching method. How effective online learning is for undergraduate medical education remains unknown. This article’s aim is to evaluate whether online learning when compared to offline learning can improve learning outcomes of undergraduate medical students. Five databases and four key journals of medical education were searched using 10 terms and their Boolean combinations during 2000–2017. The extracted articles on undergraduates’ knowledge and skill outcomes were synthesized using a random effects model for the meta-analysis.16 out of 3,700 published articles were identified. The meta-analyses affirmed a statistically significant difference between online and offline learning for knowledge and skill outcomes based on post-test scores (SMD = 0.81; 95% CI: 0.43, 1.20; p < 0.0001; n = 15). The only comparison result based on retention test scores was also statistically significant (SMD = 4.64; 95% CI: 3.19, 6.09; p < 0.00001). The meta-analyses discovered no significant difference when using pre- and post-test score gains (SMD = 3.03; 95% CI: −0.13, 4.13; p = 0.07; n = 3). There is no evidence that offline learning works better. And compared to offline learning, online learning has advantages to enhance undergraduates’ knowledge and skills, therefore, can be considered as a potential method in undergraduate medical teaching.

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Section: Discussionmentioning

confidence: 99%

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Pei¹,

2019

Medical Education Online

636

464

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“…The first group is mentor oriented group [2][3][4][5], which the mentor characteristics are generally defined from ability [3], competency [4], and supervision or manager roles [5]. On the other hand, the second group, which is the mentee oriented group, focuses on only mentee side and the mentee characteristics are generally defined from behavior and performance [6], academic achievement [7] and learner's attitude [8].…”

Section: Literature Reviewsmentioning

confidence: 99%

Of online community: Identifying mentor and mentee with compatible different attributes and decision tree

Nuankaew

Temdee

2015

2015 12th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technolo

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Identifying the mentor and the mentee in the online community is very difficult because of the hidden or lacking personal characteristics but it is very important for the organization. The new members in the organization probably will not only require the knowledge explicitly from their colleagues in the same department, but also the implicit knowledge from online community. The mentor and the mentee can be the same person at the same time, so it is challenging to identify the mentor and the mentee in the online community. This paper thus proposes the method for identifying the mentor and the mentee in the online community based on the assumption that the mentor and the mentee have both common and different attributes. However the different attributes have to be compatible between the mentor and the mentee. The satisfaction of mentor and mentee is collected from 32 mentors and 205 mentees. The classification model is constructed with decision tree. Consequently, the models with different depth levels are tested to determine the appropriate depth level with 10-fold and leave-one-out cross validation methods. The performance results show that the model with 5 depth level is the most appropriate model with 78.90% accuracy.

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“…Κοινό χαρακτηριστικό των περισσοτέρων κειμένων είναι ότι αφενός ασχολούνται με την εισαγωγή των ψηφιακών πόρων στην προ-τριτοβάθμια εκπαίδευση και κατά δεύτερο προέρχονται κυρίως από αγγλοσαξωνικής επιρροής χώρες, όπου το εκπαιδευτικό σύστημα συχνά θεωρείται ότι πρωτοπορεί στις καινοτόμες προσεγγίσεις όσον αφορά στις παιδαγωγικές και διδακτικές τομές της εκπαίδευσης. Παρόμοια αντιμετώπιση υπάρχει και για τις περιπτώσεις εκείνες, όπου η έρευνα εστιάζει στην τριτοβάθμια και μετα-τριτοβάθμια εκπαίδευση, όπου το επίκεντρο του ενδιαφέροντος φαίνεται να στρέφεται στην εξ αποστάσεως υποστήριξη των εκπαιδευομένων, την παροχή τυπικού ή άτυπου γνωστικού υλικού καθώς και την αναζήτηση και διερεύνηση της αποδοχής των προσφερόμενων εξ αποστάσεως μαθησιακών ενοτήτων (βλέπε ενδεικτικά Abu-Al-Aish & Love, 2013;Chen & Jones, 2007;Garrison, 2009;Halim et al, 2011;Johnson, 2001;Juwah et al, 2004;Koustourakis, Panagiotakopoulos, & Vergidis, 2008;Naaj, Nachouki, & Ankit, 2012;Omar et al, 2012;Ozgen Korkmaz & Ufuk Karakus, 2009;Pierrakeas, Xenos, Panagiotakopoulos, & Vergidis, 2004;Precel et al, 2014;Rollett, Strohmaier, Dösinger, Tochtermann, & Lux, 2007;Shen, 2009;Tam, 2000;Tayebinik & Puteh, χ.χ. ;Valasidou & Bousiou-Makridou, 2006;Yukselturk & Yildirim, 2008;Zeppos, 2014).…”

Section: πλαίσιο 21 γενική βιβλιογραφική ανασκόπησηunclassified

Λογισμικά Συγχρονικής Και Ασύγχρονης Τηλεκπαίδευσης Στην Υπηρεσία Της Εξ Αποστάσεως Εκπαίδευσης – Δειγματική Επισκόπηση Υπό Το Πρίσμα Της Αντεστραμμένης Τάξης

Ζέππος¹

2015

ICODL

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Η χρήση λογισμικών συγχρονικής και/ή ασύγχρονης τηλεκπαίδευσης αποτελεί στην ψηφιακή εποχή που διανύουμε ένα σημαντικό κεφάλαιο της εξ αποστάσεως εκπαίδευσης. Η παρούσα εργασία διερευνά το παιδαγωγικό πλαίσιο εφαρμογής τέτοιων λογισμικών και παρουσιάζει ενδεικτικά τρεις σχετικές εφαρμογές που εντάσσονται στη λογική της εξ αποστάσεως εκπαίδευσης. Αναδεικνύεται η προσαρμογή παραδοσιακών τεχνικών διδασκαλίας στις σύγχρονες ψηφιακές απαιτήσεις και δυνατότητες, ενώ παρουσιάζονται επιτομικά μερικές από τις δυνατότητες των εφαρμογών καθώς και θετικά και αρνητικά στοιχεία τους σε σχέση με την παιδαγωγική αρχή που έχει τοποθετηθεί ως βάση. Η εργασία συμπεραίνει πως η χρήση λογισμικών προσφέρει στις διαδικασίες τηλεκπαίδευσης, εφόσον ακολουθούν συγκεκριμένες προδιαγραφές, ενώ αναδεικνύει την ανάγκη εισαγωγής σχετικών μεθοδολογιών και στο πλαίσιο λειτουργίας εξ αποστάσεως τριτοβάθμιων εκπαιδευτικών ιδρυμάτων.

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Student Engagement in Online Learning: Learners Attitude Toward E-Mentoring

Cited by 59 publications

References 20 publications

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Of online community: Identifying mentor and mentee with compatible different attributes and decision tree

Λογισμικά Συγχρονικής Και Ασύγχρονης Τηλεκπαίδευσης Στην Υπηρεσία Της Εξ Αποστάσεως Εκπαίδευσης – Δειγματική Επισκόπηση Υπό Το Πρίσμα Της Αντεστραμμένης Τάξης

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