Search

Showing total 7 results
7 results

1. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013)

Author

International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie

Abstract

These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

Published
2013

2. Evaluation of Mobile Authoring and Tutoring in Medical Issues

Author

Alepis, Efthymios and Virvou, Maria

Abstract

Mobile computing facilities may provide many assets to the educational process. Mobile technology provides software access from anywhere and at any time, as well as computer equipment independence. The need for time and place independence is even greater for medical instructors and medical students. Medical instructors are usually doctors that have to treat patients on top of their tutoring duties. Mobile features are complementary to web-based features for desktop computers to a high extend in asynchronous e-learning environments. Time and place independence is also a considerable potential for medical students with overloaded educational duties. This paper examines the degree of the usefulness of mobile facilities for medical instructors who wish to author and manage their courses by using a mobile authoring tool. Furthermore, this paper investigates how acceptable and useful the mobile features of an e-learning system have been to medical students who have used the system, in comparison with the use of the system through a desktop computer. In addition, it investigates usability issues. (Contains 7 figures.) [Support for this work was provided by the General Secretariat of Research and Technology, Greece, under the auspices of the PENED-2003 program.]

Published
2010

3. The state of emergency medicine in Greece: at critical momentum.

Author

Tsiftsis, Dimitrios, Ulrich, Andrew, Notas, George, Patrikakou, Anna, and Reid, Eleanor

Subjects
PUBLIC hospitals, GRADUATE education, MEDICAL quality control, MEDICAL education, SCHOLARSHIPS, INTERNSHIP programs, EMERGENCY medicine, POPULATION geography, EMERGENCY nursing, LABOR demand, QUALITY assurance, AIRPLANE ambulances
Abstract

Greece is a parliamentary republic in southeastern Europe populated by over 10 million permanent residents: 9 million reside on the mainland, with almost 4 million in the greater Athens area. The remaining 1 million populate the over 1200 Greek islands. In addition, more than 160,000 asylum-seekers reached Greece in 2022, and more than 25 million tourists have visited Greece in the last two years. Modern Greek Emergency Medicine (EM) is now in its 4th decade. The Greek government has focused the last few years on enhancing the quality of emergency services provided in public hospitals. Emergency Departments (EDs) are being modernized, undergraduate medical education gradually incorporates EM, and a specialty training program in emergency nursing has been established. However, the late recognition of the critical importance of EM as a specialty in Greece has resulted in the subsequent need to create three alternative pathways to EM, none of which are direct from residency. The first is a 24-month Emergency Medicine fellowship after completing a residency in another specialty and then passing the national exam. The second is for physicians who have worked in a public hospital ED (Gr: Ethniko Systima Ygeias (ESY) ESY for at least three years and successfully passed the national exam. The third, which no longer exists, is a 'grandfather' pathway for those physicians who worked in an ESY ED for five years prior to the creation of the fellowship training program. As a result, there is a critical shortage of EM-trained physicians, resulting in most care being provided by physicians without formal training in EM. This is further confounded by the country's challenging geography, with frequent air transfers from the islands to mainland hospitals. Creating an EM Residency training program is a critical next step to overcoming many of the challenges facing EM provision in Greece today: it would address the shortage of EM-trained providers, decrease the need for costly ground and air transfers, and improve the quality of emergency care throughout Greece. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

4. Clinical undergraduate training and assessment in primary health care: Experiences gained from Crete, Greece.

Author

Belos, George, Lionis, Christos, Fioretos, Michael, Vlachonicolis, John, and Philalithis, Anastas

Subjects
PRIMARY health care, MEDICAL education, UNIVERSITY faculty
Abstract

Background: Primary Health Care (PHC) is increasingly being introduced into undergraduate medical education. In Greece, the Faculty of Medicine of the University of Crete was the first to introduce a 4-week long training in primary health care. This paper presents the experiences gained from the initial implementation of the teaching of practice-based primary care in rural Crete and reports on the assessment scale that was developed. Methods: 284 students' case write-ups from the 6 primary care units (PCUs) where they were allocated for the period 1990 to 1994 were analysed. The demographic data of the students and patients and the number of home visits were studied. Content analysis of the students' write-ups was carried out, using an assessment scale consisting of 10 dichotomous variables, in order to quantify eight (8) primary qualitative criteria. Results: Internal reliability was estimated by the index KR20 = 0.67. Face and content validity was found to conform to the standards set for the course, while logistic linear regression analysis showed that the quality criteria could be used as an assessment scale. The number of home visits carried out varied between the various different PCUs (p < 0.001) and more were reported in the write-ups that fulfilled criteria related to the biopsychosocial approach (p < 0.05). Nine quantitative criteria were fulfilled in more than 90% of case reports, but laboratory investigations were reported only in 69.0% of case reports. Statistically significant differences between the PCUs were observed in the fulfilment of criteria related to the community approach, patient assessment and information related to the patient's perception of the illness, but not to those related to aspects of clinical patient management. Differences in reporting laboratory investigations (p < 0.001) are explained by the lack of such facilities in some PCUs. Demographic characteristics of the patients or the students' do not affect the criteria. Conclusion: The primary health care course achieved the objectives of introducing students to comprehensive, community oriented care, although there was variation between the PCUs. The assessment scale that was developed to analyse the case-write ups of the students provided data that can be used to evaluate the course. [ABSTRACT FROM AUTHOR]

Published
2005
Full Text
View/download PDF

5. Setting priorities for EU healthcare workforce IT skills competence improvement.

Author

Li, Sisi, Bamidis, Panagiotis D., Konstantinidis, Stathis Th, Traver, Vicente, Car, Josip, and Zary, Nabil

Subjects
MEDICAL education, ABILITY, CHILDREN'S health, CHILD nutrition, CLINICAL medicine, CURRICULUM, INFORMATION technology, LABOR supply, RESEARCH methodology, MEDICAL informatics, PRIORITY (Philosophy), RESEARCH evaluation, RESEARCH funding, SCHOOL environment, SURVEYS, TELEMEDICINE, TRAINING, JOB performance
Abstract

A major challenge for healthcare quality improvement is the lack of IT skills and knowledge of healthcare workforce, as well as their ambivalent attitudes toward IT. This article identifies and prioritizes actions needed to improve the IT skills of healthcare workforce across the EU. A total of 46 experts, representing different fields of expertise in healthcare and geolocations, systematically listed and scored actions that would improve IT skills among healthcare workforce. The Child Health and Nutrition Research Initiative methodology was used for research priority-setting. The participants evaluated the actions using the following criteria: feasibility, effectiveness, deliverability, and maximum impact on IT skills improvement. The leading priority actions were related to appropriate training, integrating eHealth in curricula, involving healthcare workforce in the eHealth solution development, improving awareness of eHealth, and learning arrangement. As the different professionals' needs are prioritized, healthcare workforce should be actively and continuously included in the development of eHealth solutions. [ABSTRACT FROM AUTHOR]

Published
2019
Full Text
View/download PDF

6. General Practice as a career choice among undergraduate medical students in Greece.

Author

Mariolis, Anargiros, Mihas, Constantinos, Alevizos, Alevizos, Gizlis, Vasilis, Mariolis, Theodoros, Marayiannis, Konstantinos, Tountas, Yiannis, Stefanadis, Christodoulos, Philalithis, Anastas, and Creatsas, George

Subjects
FAMILY medicine, MEDICAL specialties & specialists, GENERAL practitioners, MEDICAL education, PROFESSIONAL education
Abstract

Background: Although General Practice (GP) was recognized as a medical specialty in Greece in 1986, the number of GPs is insufficient to cover needs and only few medical graduates choose GP as a career option. In the present study we investigated the profile of medical students in terms of their decisions regarding specialization and the possible association of career choices different from GP with the status of undergraduate training regarding GP. Methods: The sample consisted of final year students in the Medical School of the University of Athens, Greece. Students filled in a self-reported questionnaire focusing on medical specialization, and GP in particular. Results: Response rate was 82.5% with 1021 questionnaires collected, out of 1237 eligible medical students. Only 44 out of the 1021 (4.3%) respondents stated that GP is -or could be- among their choices for specialty. The most popular medical specialty was General Surgery (10.9%), followed by Cardiology (9.6%), Endocrinology (8.7%) and Obstetrics-Gynaecology (8.3%). The most common criterion for choosing GP was the guaranteed employment on completion of the residency (54.6%) while a 56.6% of total respondents were positive to the introduction of GP/FM as a curriculum course during University studies. Conclusion: Despite the great needs, GP specialty is currently not a career option among undergraduate students of the greater Medical University in Greece and is still held in low esteem. A university department responsible for undergraduate teaching, promotion and research in GP (where not available) is essential; the status of undergraduate training in general practice/family medicine seems to be one of the most important factors that influence physician career choices regarding primary care specialties. [ABSTRACT FROM AUTHOR]

Published
2007
Full Text
View/download PDF

7. Medical students' views of undergraduate oncology education: A comparative study.

Author

Karamouzis, Mihalis, Ifanti, Amalia A., Iconomou, Gregoris, Vagenakis, Apostolos G., and Kalofonos, Haralabos P.

Subjects
MEDICAL students, ONCOLOGY, MEDICAL education, MEDICAL schools, PSYCHOSOCIAL factors, MEDICAL research, CURRICULUM, STUDENT attitudes
Abstract

Context: An ongoing concern of undergraduate medical education regarding oncology has been intensified in Patras Medical School, Greece, aiming at a more comprehensive teaching approach. Objective: A second-step research project was conducted to examine medical students' views of their undergraduate education in oncology, six years after the first investigation, and to assess the impact of the changes on the curriculum. Methods: The same questionnaire used in the previous study was again distributed to 210 different medical students. Findings: Our study revealed that although the quality of education in Oncology has been improved, it has not as yet reached high standards. The improvements over the last six years were mainly attributed to the increased presence of specialized oncology staff and their coordination with other basic and clinical scientists, as well as to the increased focus on research issues. Most of the students suggested putting more emphasis on psychosocial aspects of cancer care and ethical topics. Discussion: Despite the progress made in the curriculum, there is still a need for further improvements in the students' undergraduate education so as to meet current demands. Medical education in Greece still pays lip service to communication and ethical issues while remaining disease-oriented in its approach. Therefore, the target of undergraduate education in Oncology should not only be the provision of updated medical knowledge, but also the development of a proper attitude towards all cancer-related issues. [ABSTRACT FROM AUTHOR]

Published
2006
Full Text
View/download PDF