Search

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives Falling can have significant negative consequences on the health and quality of life of older adults. This study aims to assess the effect of online self-care education on the knowledge, attitude and practice of older adults in preventing falls at home. Methods & Materials This is a quasi-experimental study with a pre-test/post-test/follow-up design that was conducted on 120 people aged ≥65 years referring to comprehensive health centers in the south of Tehran, Iran, in 2021. A researcher-made questionnaire was completed by the participants before, immediately after, and three months after the intervention. The intervention was a virtual self-care educational program for fall prevention at home. Data analysis was done in SPSS software, version 26 using descriptive statistics (such as Mean±SD) and analytical tests including independent t-test, Mann-Whitney U test, and chi-square test. Results About 22% of the elderly had a history of falling in the past year. Immediately after the intervention, the mean scores of knowledge, attitude, and practice were 18.39±2.86, 14.99±2.51, and 13.76±3.1, respectively, which were significantly higher than the pre-test scores (P

Objectives Falling can have significant negative consequences on the health and quality of life of older adults. This study aims to assess the effect of online self-care education on the knowledge, attitude and practice of older adults in preventing falls at home. Methods & Materials This is a quasi-experimental study with a pre-test/post-test/follow-up design that was conducted on 120 people aged ≥65 years referring to comprehensive health centers in the south of Tehran, Iran, in 2021. A researcher-made questionnaire was completed by the participants before, immediately after, and three months after the intervention. The intervention was a virtual self-care educational program for fall prevention at home. Data analysis was done in SPSS software, version 26 using descriptive statistics (such as Mean±SD) and analytical tests including independent t-test, Mann- Whitney U test, and chi-square test. Results About 22% of the elderly had a history of falling in the past year. Immediately after the intervention, the mean scores of knowledge, attitude, and practice were 18.39±2.86, 14.99±2.51, and 13.76±3.1, respectively, which were significantly higher than the pre-test scores (P<0.001). Three months after the intervention, the mean scores of knowledge, attitude, and practice were 18.18±1.14, 14.91±1.57, and 9.06±2.78, respectively, which were significantly higher than the pre-test scores (P<0.001). Conclusion Online self-care education for fall prevention at home can significantly increase the knowledge, attitude, and practice of the elderly and reduce the risk of falling. [ABSTRACT FROM AUTHOR]

With the aim of strengthening the didactic capacity of teachers in the Frenchspeaking Belgium in the teaching of proportionality, we designed a distance training course. The training lasted four weeks and benefited a total of 93 teachers. To evaluate the effectiveness of this training, we administered a pre-test and a post-test, assessing respectively the teachers' self-efficacy, their feeling of confidence in the didactic field and their satisfaction with the training. The results showed a significant improvement in teachers' confidence and self-efficacy. These positive results underline the importance and relevance of offering further online training courses focusing on the teaching of proportionality, with the aim of optimizing teachers' pedagogical skills in this specific mathematical area.

Copyright of Umm Al-Qura University Journal of Educational & Psychological Sciences is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Polityka Spoleczna is the property of Institute of Labour & Social / Instytut Pracy i Spraw Socjalnych and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objective: health practices of pregnant women affect the maternal and neonatal health and pregnancy outcomes. We aimed to determine the effect of virtual childbirth preparation education on improving the health practices of pregnant women. Materials and Methods:A quasiexperimental study was conducted in three phases on 633 pregnant women covered by health centers in the south of Tehran in 2019. Since the number of eligible individuals were close to the sample size, sampling was not done and the census method was used. In total, 310 of individuals were placed in the intervention group and 323 individuals in the control group. In the pre-test phase, the health practices of pregnant women questionnaire were completed by women in both intervention and control groups. Then women in the intervention group participated in virtual childbirth preparation education. In the post-test phase, the questionnaire was completed again by women in the 34th to 38th week of pregnancy. We used the SPSS 26 software for data analysis and the effectiveness of educational intervention was evaluated by Generalized Linear Model. Results: The mean scores of participants in the intervention group in the aspects of nutrition, special health care for pregnant women and correct pregnancy information were significantly higher than the control group (P < 0.001) and the overal mean scores of health practices of pregnant women in the intervention group (90.53±9.71) were significantly higher than the control group (83.86±10.58) (P<0.001). Among the participants charactristics, nationality had an effect on the relationship between virtual education and health practices of pregnant women (P=0.03). Conclusion: virtual childbirth preparation education had a positive effect on the health practices of pregnant women. When it is not possible to hold face-to-face childbirth preparation education, virtual education is a suitable alternative. [ABSTRACT FROM AUTHOR]

Introduction. The article deals with the problem of digital education on the example of natural science disciplines, in particular Mathematics, when training students of Nizhny Novgorod Academy of Russian MIA (Ministry of Internal Affairs) – future specialists in the sphere of ensuring economic security. Purpose of research is to highlight specific features of training students in the conditions of digital educational process at the Nizhny Novgorod Academy of Russian MIA on the example of teaching “Mathematics”. Methods. Analysis and synthesis of psychological, pedagogical and didactic-methodical literature; generalization and systematization; monitoring, interview, pedagogical diagnostics, pedagogical experiment. Research results. This work deals with specific features of digital contemporary vocational education, advantages and disadvantages of educational process when using modern digital technologies. It represents the experience of using elements and resources of distance training system Moodle to deliver classes in natural science disciplines, in particular Mathematics, in order to realize the basic programs of vocational education. Apart from, the specificity of both planning and adoption of e-learning courses in electronic educational environment of higher school is determined in the article; it shows possibilities of how students can master specific knowledge, skills and necessary competences when training disciplines that are taught by teachers of Maths, Computing and Information technologies department and possibilities of further development of successful practice work in the sphere of economic security. Field of applying results. Research results can be the basis for drafting and using e-leaning courses in other disciplines as the tool for realizing digital education in various higher schools. Conclusions. The research work highlights the fact that traditional education in the conditions of digital technologies development is less effective especially if it concerns distance training. In order to improve its efficiency it is necessary to implement digital education elements, in particular the resources of SDE (System of Distance Education) LMS Moodle, to deliver classes in mathematical disciplines. The results of experiment and interviewing of both students and higher school teachers allow to identify both advantages and disadvantages of transformation from traditional to innovative education format. Digitalization has a lot of advantages but in order to get highly-quality education and a set of necessary competences when learning a discipline, it is important to consider both traditional and digital education as a single purposeful process of training and upbringing. The model of digital education is in need of training a highly-qualified specialist that would include in its system substantial aspects of training process; pedagogical methods and technologies; organization and management arrangements; all necessary facilities have to be created; and when training all possible ways of solving upbringing tasks should be highlighted.

Introduction:In-service healthcare personnel training is an ongoing process. However, emerging unknowns require momentary planning. The Coronavirus disease-2019 (COVID-19) pandemic has made distance training (DT) compulsory for healthcare employees (HE). Thus, it is important to learn about their interest levels. This study investigates the interest of HE in DT during the pandemic process.Methods:The research population consisted of 3,442 personnel registered to take the “HE COVID-19” training at research and training hospital in 2020. The population of the study consisted of all personnel employed at research and training hospital and registered for the training. The study was planned retrospectively for reaching all personnel whose training registrations were made between 17.03.2020 and 15.04.2020. This study was used the data of the personnel who completed the “HE COVID-19 Training” within the scope of the announcements that were made as DT as reported on the Hospital Training System.Results:The total training completion rate of the participants was found to be 90%. When the interests of the HE in the DT in the process of the COVID-19 pandemic were compared, no statistically significant difference could be observed in the participation rates of the specialist doctors, resident doctors, and nurses (p=0.094). The rate of the resident doctors to complete the training until the second announcement was significantly lower compared to the specialist doctors and nurses (specialist doctor vs. resident doctor p=0.044; nurse vs. resident doctor p

Copyright of Maktbat.net is the property of IPIS.COM and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The global lockdown, caused by the COVID-19 pandemic enforced distance training. The effectiveness of the learning process has been put to the test. This research discusses the healthcare students' experience and evaluation of teaching and learning at Medical University - Plovdiv during the lockdown. The students evaluate the educational process as successful. Though the majority of them adapted easily to the distance learning, they miss live communication. Computer literacy self-assessment, learning environment and year of study are key factors that influence students' evaluation and experience in distance learning. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Scientific Journal of Library, Archives & Information (SJLAI) is the property of Cairo University, Faculty of Arts - Documents & information Technology Department and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In-service healthcare personnel training is an ongoing process. However, emerging unknowns require momentary planning. The Coronavirus disease-2019 (COVID-19) pandemic has made distance training (DT) compulsory for healthcare employees (HE). Thus, it is important to learn about their interest levels. This study investigates the interest of HE in DT during the pandemic process. Methods: The research population consisted of 3,442 personnel registered to take the "HE COVID-19" training at research and training hospital in 2020. The population of the study consisted of all personnel employed at research and training hospital and registered for the training. The study was planned retrospectively for reaching all personnel whose training registrations were made between 17.03.2020 and 15.04.2020. This study was used the data of the personnel who completed the "HE COVID-19 Training" within the scope of the announcements that were made as DT as reported on the Hospital Training System. Results: The total training completion rate of the participants was found to be 90%. When the interests of the HE in the DT in the process of the COVID-19 pandemic were compared, no statistically significant difference could be observed in the participation rates of the specialist doctors, resident doctors, and nurses (p=0.094). The rate of the resident doctors to complete the training until the second announcement was significantly lower compared to the specialist doctors and nurses (specialist doctor vs. resident doctor p=0.044; nurse vs. resident doctor p<0.001). The rates of completing the training after two announcements were significantly higher among the resident doctors than the specialist doctors and nurses and among the specialist doctors than the nurses (respectively p=0.018, p<0.001, p=0.018). Conclusion: Continuous training must ensure that HE are adequately prepared to deal with public health emergencies such as the COVID-19 pandemic. DT should be prioritized in the Emergency Action Plan. [ABSTRACT FROM AUTHOR]

The paper is focused on the question of remote learning a foreign language in the context of neuroscience. The notions of “distance training”, “neuropsychology”, and “pedagogic technologies of remote teaching ” have been cleared up. It has been emphasized that an educational institution is free to choose its own model of the organizing of remote training. It has been pointed out that neuropsychology is based on experimental and clinical neuropsychology and that the first neuropsychological research had been carried out by L. S. Vygotskyi (1956) and A. Luriya (1965). The articles of domestic and overseas scholars, which contain critical analysis of remote teaching a foreign language, have been reviewed. The survey of different countries scientists' publications, concerning foreign language distance teaching's directions of the study, has been clarified. The advantages of the distance teaching have been defined. It has been pointed out that autonomic activities of a student cannot be passively organized. The advantages and disadvantages of home-schooling have been clarified. The accent has been made on the usage of modern platforms and online-services, particularly Moodle and Google Classroom. The influence of neuropsychology on higher mental processes has been explored. It has been noted that the lack of “live” social relationship is finally dangerous, especially for children, and emphasized that while organizing remote training process cognitive exercises should be used to boost children’s brain functioning. The accent has been made on the necessity of cognitive activities for enhancing children's concern for studying. The unique example of the usage of A. Luriya’s (1964) and M. Rosenzweig's (2009) methodologies has been given. The well-known master on school psychology B. Arrowsmith-Young’s study (2012) on remedial work with children, who have problems in learning, has been analyzed.

This study presents the results of research comparing the consecutive interpreting performances of fulltime students (traditional and distance training) with the performances of part-time students (distance training). In doing so, the authors tried to determine whether the form of training (traditional vs. distance) or form of study (full-time vs. part-time) can influence interpreting performance. The evaluation of the interpreting performances' semantic component showed varying results on the examined criteria (information transferred and negative shifts). Although the traditionally trained fulltime students produced the least negative shifts, they also transferred the least information. The parttime students (distance training only) ranked second in terms of information transferred, but also produced the most negative shifts. Finally, the distance-trained full-time students transferred the most information and ranked second in terms of negative shifts. The evaluation of the interpreting performances' formal component showed several similar tendencies. The group of listeners (N = 26) assigned higher mean scores to the interpreting performances than the students (N = 15) did in their selfassessments. The listeners rated the interpreting performances of the full-time students (both the traditionally and distance-trained groups) higher than those of the part-time students (distance training only). A similarly self-critical trend was evident for the criterion of voice confidence (the exception being the traditionally trained full-time students, who perceived their voices to be slightly more convincing than their listeners indicated). Analyses of the evaluation forms showed that persuasive and confident interpreting performances contributed to higher scores. On the contrary, lower scores were attributed to a lack of fluency in interpreting performances. These findings suggest the need for and potential benefit of rhetorical exercises in interpreter training. Although the three groups compared were very small (N = 5) and the results are only illustrative, they indicate the potential benefits of blended instruction. [ABSTRACT FROM AUTHOR]

Purpose: improving special strength training of qualified cross-country skiers of 18-20years old in the preparatory period of annual macrocycle. Material and methods: the study was attended by athletes aged 18-20 years,who had training at the level of the first sports category, Candidate Master of Sports, experience of skiing 8-10 years. The control group (n = 10) conducted a training process according to the children’s and youth sports school program, experimental (n = 10) with the useof special exercises taking into account the style of movement and muscles involved. At the end of the stages of training with the helpof special tests on inline skates and a ski simulator, a control test of the development of special strength qualities was conducted, andafter the study, athletes took part in competitions with inline skates in different styles. Results: as a result of the use of special strengthtraining in the mode (special physical training and general physical training – 80/20%), there was an improvement in the results of test indicators of special training by 3,33-18,09% and indicators obtained during the competition: the results in the sprint race in the classic style improved by 23,63% (t = 5,67; p

The paper is focused on the question of remote learning a foreign language in the context of neuroscience. The notions of "distance training", "neuropsychology", and "pedagogic technologies of remote teaching" have been cleared up. It has been emphasized that an educational institution is free to choose its own model of the organizing of remote training. It has been pointed out that neuropsychology is based on experimental and clinical neuropsychology and that the first neuropsychological research had been carried out by L. S. Vygotskyi (1956) and A. Luriya (1965). The articles of domestic and overseas scholars, which contain critical analysis of remote teaching a foreign language, have been reviewed. The survey of different countries scientists' publications, concerning foreign language distance teaching's directions of the study, has been clarified. The advantages of the distance teaching have been defined. It has been pointed out that autonomic activities of a student cannot be passively organized. The advantages and disadvantages of home-schooling have been clarified. The accent has been made on the usage of modern platforms and online-services, particularly Moodle and Google Classroom. The influence of neuropsychology on higher mental processes has been explored. It has been noted that the lack of "live" social relationship is finally dangerous, especially for children, and emphasized that while organizing remote training process cognitive exercises should be used to boost children's brain functioning. The accent has been made on the necessity of cognitive activities for enhancing children's concern for studying. The unique example of the usage of A. Luriya's (1964) and M. Rosenzweig's (2009) methodologies has been given. The well-known master on school psychology B. Arrowsmith-Young's study (2012) on remedial work with children, who have problems in learning, has been analyzed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: the continuous training and certification of primary healthcare professionals support the implementation of brief interventions to address drug use. Objective: our objective was to validate the training materials of the “Universal Treatment Curriculum for Health Professionals” by assessing the knowledge, skills, and attitudes. Method: we worked with 823 health professionals (137 from Argentina, 59 from Colombia, 86 from El Salvador, 398 from Mexico and 143 from Uruguay), regarding the utilization of brief intervention, according to the training modality in which they participated (272 face-to-face, 125 mixed, and 426 online). We applied a written knowledge evaluation, behavioral assessment of skills - attitudes, and a Satisfaction Questionnaire. A post-quasi-experimental design was used, with comparison groups to assess knowledge, skills, attitudes (through direct observation) and satisfaction of health professionals. Results: the results of the written evaluation and direct observation indicate that both, the training materials and the pedagogical strategy, increased knowledge, skills, and attitudes for the implementation of brief interventions. Conclusions: in this way, a successful dissemination tool was obtained, based on the contents recommended by international organizations and validated in the field of clinical application of the basic principles of behavior. -------- Introducción: la capacitación continua y certificación de los profesionales de atención primaria de salud apoyan la implementación de intervenciones breves para abordar el uso de drogas. Objetivo: validar los materiales de capacitación del “Curriculum Universal de Tratamiento para Profesionales de la Salud” mediante la evaluación de los conocimientos, habilidades y actitudes. Método: se trabajó con 823 profesionales (137 de Argentina, 59 de Colombia, 86 de El Salvador, 398 de México y 143 de Uruguay), en cuanto a la utilización de la intervención breve, según la modalidad de capacitación en la que participaron (272 presencial, 125 mixta y 426 a distancia). Se aplicó: evaluación escrita de conocimientos, evaluación conductual de habilidades-actitudes y un cuestionario de satisfacción. Se utilizó un diseño cuasi-experimental post, con grupos de comparación para evaluar los conocimientos, habilidades, actitudes (a través de observación directa) y satisfacción de los profesionales de la salud. Resultados: los de la evaluación escrita y observación directa indican que, tanto los materiales de capacitación como la estrategia pedagógica empleada, incrementaron conocimientos, habilidades y actitudes para la implementación de la intervención breve. Conclusiones: se obtuvo una herramienta de diseminación exitosa, basada en los contenidos recomendados por organismos internacionales y validada en el campo de aplicación clínica de los principios básicos del comportamiento.

In this paper, we present the technological possibilities of sports technicians during their distance training. It does special emphasis in the role that the communication has for all participants and as it differentiates of the face-to-face delivery to benefit those sportive specialities with fewer practitioners and/or with heterogeneous distribution in the territory. Besides, this training delivery contributes to the application of the new knowledge to the sessions and trainings in which they participate. The research begins with the following questions: (a) does access to the courses facilitate the fact that it is online; and (b) how does the use of the platform contribute to communication between participants? The study focuses on participants during their first on-line course under the current legislation of the sportive technicians of the distinct sportive specialities of the Royal Spanish Federation of Skating. The methodology used is qualitative for interviewing the coordinator and both qualitative and quantitative for students’ and instructors’ questionnaires. This research concludes with a clear need for teachers to be taught using the same technologies that they later have to deliver and, that the communication in the platform is rather limited. Extending the kind of tools that the platform has is a key factor to give an array of possibilities of online training.

Copyright of Slobozhanskyi Herald of Science & Sport is the property of Kharkiv State Academy of Physical Culture and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The coronavirus (COVID-19) pandemic, which broke out in Slovakia in March 2020, entailed (among other things) a change in the way interpreting was taught, moving training from the on-campus booths to students' homes via internet. In other words, traditional training was replaced by distance training. This study compares selected aspects of consecutive interpreting performances among two groups of students - a control group (N = 9, traditional interpreting training) and an experimental group (N = 8, distance interpreting training). While comparing selected formal deficiencies in consecutive interpreting, some differences were observed between the control and experimental groups. The individual formal deficiencies varied between groups and between rounds of recording; on average, less formal deficiencies in several criteria occurred in the experimental group. In almost all rounds of recording, students of the control group appeared to be more confident in their delivery and more satisfied with their own performance, which may be related to the classroom environment in which the research was conducted. In the last round, however, the students of the experimental group were generally more satisfied, which may indicate the progress made in online training. The research thus confirmed that, when adequately planned and implemented, online interpreting training can produce outputs comparable to traditional training. [ABSTRACT FROM AUTHOR]

The article demonstrates the expediency and ways of organizing distance training of future primary school teachers: forming theoretical knowledge and skills basis in students for the mastery and effective use of computer devices and information and communication technologies in professional activities and the fundamentals of information culture, information and communication competence; establishing a foundation for further mastery of teaching curriculum and technologies of distance learning in the area of primary education; as well as implementing the electronic learning courses Modern Information Technologies of Learning and The Fundamentals of Distance Learning in Primary School (developed at LMS Moodle). It is noted that the distance training of a future primary school teacher is an interdisciplinary pedagogic category that characterizes the degree of individualization, intensity and controllability, is subjected to the goals of the professional development of independent cognitive activities of teachers based on information and communication technology means with the indirect interaction (synchronous and asynchronous) with learning process participants located remotely from one another, under the supervision of a tutor. The readiness of the future primary school teacher to distance learning in the system of pedagogical education as an integral property of the individual, reflecting the comprehensive interaction of the motivational and value, cognitive and operational components, is determined. An experimental study was carried out; its results showed that the implementation of such distance courses into the educational process of experimental groups enabled a positive dynamics of the levels of future primary school teachers’ readiness to develop their own vocational and pedagogical competence in the conditions of distance learning. In the experimental groups of future primary school teachers compared with the control ones, the increase in the indicators of high readiness for distance learning was observed.

Background: Osteoarthritis is a common chronic disease of the musculoskeletal system in older adults. Aim: This study aimed to compare the effects of in-person and distance exercise training on the outcomes of knee injury and osteoarthritis among the elderly with limited literacy. Method: In this two-group randomized clinical trial with a pretest-posttest design, 60 elderly patients with knee injuries and osteoarthritis selected from two public parks in Mashhad during 2017-2018 were assigned to two groups of In-person and Distance training. The educational content, which included two stretching and three strength exercises for knee injury and osteoarthritis, was presented to the Distance group using booklets and multimedia. In the In-person group, the exercises were trained in eight 30-minute sessions, two days a week. The Western Ontario and McMaster Universities Osteoarthritis questionnaire was completed before and two months after training the exercises. To analyze the data, Mann-Whitney U test and Wilcoxon signed-rank test were run in SPSS, version 16. Results: The mean ages of the In-person and Distance groups were 68.2±5.6 and 69.2±9.4 years, respectively. We found a significant difference in the outcomes of knee injury and osteoarthritis post-intervention between the In-person and Distance groups (13.8±14.0 vs. 5.0±2.6; P≤0.003). Implications for Practice: Both methods could affect the outcomes of knee osteoarthritis. The in-person method was superior to distance training. These exercises are recommended as safe and cost-effective methods that could be included in health promotion programs targeting older adults.

Psychoanalytic training in countries with no accredited training program or official link to the international psychoanalytic community is possible only through technology. Serious controversies surround the legitimacy of distance training, based primarily on doubts about the efficacy of distance analysis. Curiously, in a discipline that prides itself on being a "talking cure," an emphasis on the embodied presence of the analytic couple emerges in the literature over and over again. In fact, though, it's through the use of language—and not through sight—that we achieve the aim of analysis. The information the analyst gathers from bodily presence is important, but even then the analyst's job is to hear the patient's unconscious communications. If an analyst, for whatever reason, is unable to hear the patient's voice and unconscious communications, the analysis is bound to fail whether the patient is in the room or on the screen/phone. Being spatially distant poses no contradictions to psychoanalysis, as long as both parties—patient and analyst, supervisee and supervisor, candidate and instructor—are willing to listen, hear, and be heard emotionally. [ABSTRACT FROM AUTHOR]

One focus of distance learning research is to explore the extent that learner characteristics and skills determine learning outcomes and to elaborate predictive models of performance. Modern approaches can benefit from objective data, such as various time indices and frequencies of learner actions, provided by log systems catching online traces to identify learners that are in threat of performance loss. This approach might result in better online diagnostics and intervention methods when the mechanisms behind log data are known. Following this idea, the current study gained objective and subjective study time parameters and explored how study time is connected to learner characteristics and learning by using a script-based modularized distance-training course about media education. Data was collected from 379 trainee teachers. Given a calculated workload of 60-90 min per training module, students were clustered into two groups: learners having spent less than 25 min for at least one of their completed modules (n = 118; short study time group) and learners having spent more than 25 min for each completed module (n = 261; long study time group). The first goal was to investigate the extent that study time is relevant for learning process and success. Groups were compared in their ratings of content difficulty, difficulty of studying, invested effort, and experienced pressure while learning, and their test performance. Differences between groups were found in all variables. The long study time learners experienced less content difficulty, studying difficulty, and pressure while learning, but reported more effort and showed higher performance. The second goal was to explore the effect of learner characteristics on study time. Groups were compared in their domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and use of learning strategies. Long study time learners showed a higher level of motivation, competences in metacognitive learning strategies, and strategy use for arranging an adequate learning environment. These findings revealed that study time is indicative of problematic students that could be targets for interventions. [ABSTRACT FROM AUTHOR]

HR management has changed dramatically in recent decades. It was once largely an administrative function focused on day-to-day responsibilities such as employee recruiting and selection and managing employee benefits. Changing labor market conditions and new business thinking call for HR business strategies that include recruiting and retaining the right people, as well as providing ethical and cultural leadership. This paper discusses the following issues: The importance of human resource activity, The importance of strategic human resource planning, The changing role of human resource management and nature of work and non government organizations, Technology effect on human resource management and implications for distance training and learning. A field study was conducted to know the attitude of one hundred and five Saudi employees towards the effect of distance learning and training on human resource management and development. [ABSTRACT FROM AUTHOR]

One of the persistent problems of online and distance learning is how to effectively support students' successful learning outcomes. A promising approach to this issue is to investigate the extent that learning is determined by learner characteristics and skills. This study explores the effects of domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning management skills on learning in a distance-training course on media pedagogy for teachers. The data were collected from 127 trainee teachers who responded to various questionnaires and completed knowledge tests. We investigated whether the selected characteristics of learners could be used to model five cognitive load assessments that included ratings of content difficulty, learning ease, experienced pressure/tension, effort/importance while learning, and performance in tests. Computer anxiety and computer attitude were significant predictors of content difficulty, learning ease, and experienced pressure/tension. In addition, higher learning-strategy skills reduced ratings of content difficulty. Effort/Importance ratings were best modeled by intrinsic motivation and learning strategy usage. Performance was best predicted by prior knowledge, intrinsic motivation, and computer attitude.

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research focus is effective application of the online trainings participants’ model. The goals of the research are to describe, analyze and develop the online trainings participants’ model, the allocation system basic components of developed appropriate model. The object of research is educational system. Subject of research: basic principles of identification, development and practical use of the online trainings participants’ model. Methods: theoretical analysis of contemporary sources of the topic of research, synthesis, comparison and synthesis of scientific data sources. As a result of research are drawn conclusions that the participant’s model of internet-based trainings exists for description, explanation and increase of studies’ process’ efficiency, its individualization and flexibility. It makes the catalogue of basic development’s possibilities of corresponding model. Spectrum of meaningful possible variants of participant’s choice of distant group psychological work or learning comes forward the foundation for development and practical realization of educational influence.

With the need to improve the knowledge of trainees at any place and without limit of time, the distance training programs of the university is the actuality necessary matter for Vietnamese students. Since the early1990s, some of the first universities in Vietnam started to implement the forms of distance training. Up to now, a number of universities in Vietnam was opened distance training programs with a growing trend, accounting for about 10% of about 450 universities and colleges in whole Vietnam country, along with the number of students is constantly increasing. Distance learning programs has brought helpful matters to Vietnamese students such as unconstraint of time, unconstraint of place, the work can be not interrupted, saving travel costs and rental house fees in case of the accommodation is far distance to the university campus, etc. However, the distance learning programs are also limited in terms of quality, the recognition of qualifications, the interaction between lectures and students, learning materials and facilities, negative in evaluation, etc. The research has surveyed 300 students whom have taken distance learning courses or have been the last year students of distance learning of universities and colleges in Vietnam. Through the reliability test of the scales (Cronbach's Alpha), the modelling of Exploratory Factor Analysis (EFA) to define the elements, till the multivariate linear regression model to analyze the regression of the output quality and the impact levels of each factor such as admission, training, graduation evaluation and their barriers of the distance learning programs of universities and colleges. Hence, research has pointed out some recommendations in order to contribute the future direction for Vietnam's distance learning programs. [ABSTRACT FROM AUTHOR]

The research questions the professionalizing dimension of a distance training programme for teachers in Senegal, where they are massively recruited and have not attended any professional pre-service training. Both the activity theories as well as the professional didactics provide a relevant framework for understanding in what ways distance training facilitates the professionalization of these teachers. This conceptual framework allows us to problematize our research by considering distance training as not only a way to develop professional skills of teachers recruited without any initial training, but also as a possible means of their massive professionalization and a political determination to provide quality education. Data collection involving semi-directive interviews with different people involved in distance training provides the basis for an initial analysis aimed at clarifying the role and place of distance training in the professionalization of teachers who lack initial training.

The transition from face-to-face class to distance education produces a series of “provocations” (Jacquinot, 2010) in universities that we will study. Our study aims at supervising students from South-East Asia working on a research paper. These students are enrolled directly in the second year of a masters program and are trained by academics belonging to a French educational sciences department, under an agreement between universities. What are the “provocations” (Jacquinot, 2010) caused by distance education in this activity? Our explanatory hypothesis is that distance exposes pedagogical guidelines through the identification of academics’ strategies to compensate for their absence.

Throughout this article, the author describes the evolution of the Fédération Interuniversitaire de l’Enseignement à Distance (FIED), since its creation in 1987 at the request of the Ministry for Higher Education, following the setting up of the European Association for Distance Teaching in Universities (EADTU). This creation brought together the French universities who, as early as the 1960s, offered distance teaching to students who were either working or living in remote places. The article points out the originality of the experiment, but also the hopes attached to this type of teaching.

Diabetes mellitus is a serious medical and social problem in many countries. Nowadays it is well known that most of therapeutic goalscan hardly be reached without patients willingness to take active part in the process of treatment. Thus therapeutic training in diabetesself-management is a necessity. Today different new options in the field of therapeutic education are developing rapidly. Amongthem are training via internet and other telecommunication systems, electronic diaries, various dose calculators, wizards and?simulators?. Many of such approaches show their clinical and economic effectiveness, thus indicating need for further developmentof this sphere.

Recent major political uprisings are indicating the extent to which social learning Web 2.0 technologies, can infl uence change in informal learning settings. Recognition and a discussion of the potential of that infl uence in formal learning settings have only just begun. This article describes a study of an international distance learning project in 2004, using a variety of Web 2.0 technologies, including video-based web conferencing, that sought to initiate and respond to this urgent need for dialogue in the research. Self-selected participants took part in a 5-week English as a foreign language (EFL) program, a joint NATO sponsored Canadian and Romanian Ministry of Defense-supported initiative. Clear evidence of linguistic knowledge construction and of important changes to participants’ learner identities, indicates the power of these technologies to support the kind of learning that can lead to the development of global citizens and the skills they will increasingly require in the 21st century.

Evaluating the efficiency of a teacher training system requires to define it and to use an assessment grid adapted to the situation in which it is applied. Through the study of distance teaching (IFADEM) aimed at teachers from French-speaking countries in the south, we intend to show how the institutional means of evaluating this distance teaching in the case of the teachers of the RDC Katanga, allow the evaluation of the efficiency of this way of teaching. At the end of the IFADEM training sessions, teachers were more likely to respond positively to the questions in the training booklets. The qualitative survey could not be exploited because the samples were not comparable. This research has shown that the assessment tools have only partly been able to prove the effectiveness of this distance learning environment.

The FADERTIC project - open on-line support for Rural Development Agents (RDA) based on the use of latest information and communication technologies (ICT) is a project in frame of the EU Leonardo da Vinci II program. Three authors of this text form the Czech partner team. It aims at providing alternative means for the continuous training of Rural Development Agents, more specifically a self-training and guidance system. The project is focused on developing and checking a product (web on-line training tool) and making it available to rural development agents. The philosophy and structure of Fadertic project is shown in the paper together with selected output previews of web based training tool.

Since isolation is the cause of many cases of dropout in distance training (Bernard et al., 2004; Elliott et al., 2005), we attempted to enhance the perception of transactional presence. This term describes the extent to which a student in distance training perceives teacher, peer and educational institution availabilities, and the extent to which the student feels connected to them (Shin, 2002). In two self-paced distance education courses (n=225), we experimented with the use of Web conferencing and social software. According to design-based research methodology, where researchers work actively with field practitioners to improve approaches for all iterations, we introduce the educational interventions implemented in this second iteration in connection with these collaborative 2.0 tools. The results show that from the start of this research Web conferencing had the greatest impact on the transactional presence, especially in this second iteration by way of recording the meetings in the classes where each student progresses at their own pace. These results lead us to redefine the concept of isolation and to find ways to diminish feelings of isolation in distance training education.

Copyright of Open Education: The Journal for Open & Distance Education & Educational Technology is the property of Hellenic Network of Open & Distance Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes the doctoral study program, International Multidisciplinary PhD Studies in Educational Technology (IMPDET), in Finland. Topics discussed include features of the online doctoral program, factors that affect online doctoral programs and history of the creation of IMPDET. Also discussed are the challenges associated with designing the program, recommendations for improving online doctoral programs and future plans for IMPDET.

Airway management skills are essential for healthcare providers within military and civilian settings. To maintain competency in these skills, it is crucial for the provider to have opportunities for review and retraining. Virtual airway training or telementoring can be an effective means to fulfilling these requirements for healthcare providers located in remote sites. The projection of high quality imagery to far forward locations is essential for health care practitioners in the provision of telemedicine and distance training. The Storz C-CAM was developed to interface with existing endoscopy equipment to facilitate implementation of telemetric devices in remote locations. This work describes the use of the Storz C-CAM in providing medical device training to deployed medical personnel at a far forward location. [ABSTRACT FROM AUTHOR]

Recent major political uprisings are indicating the extent to which social learning Web 2.0 technologies, can influence change in informal learning settings. Recognition and a discussion of the potential of that influence in formal learning settings have only just begun. This article describes a study of an international distance learning project in 2004, using a variety of Web 2.0 technologies, including video-based web conferencing, that sought to initiate and respond to this urgent need for dialogue in the research. Self-selected participants took part in a 5-week English as a foreign language (EFL) program, a joint NATO sponsored Canadian and Romanian Ministry of Defense-supported initiative. Clear evidence of linguistic knowledge construction and of important changes to participants' learner identities, indicates the power of these technologies to support the kind of learning that can lead to the development of global citizens and the skills they will increasingly require in the 21st century. [ABSTRACT FROM AUTHOR]

Studies concerning to the ability of the students manage their own learning processes become necessary as the information technology and communication are inserted in the field of organizational training and transfer to the students responsibilities previously assigned to teachers. This paper, thus, examines the relationship between learning strategies and training satisfaction. Performed in a Organization Public, this research contemplates 216 participants from five distance training courses. Data collected through questionnaires applied on the last day of course showed an association between certain cognitive learning strategies and satisfaction with the performance of tutoring, with the procedures and results and with the graphical interface of the course. Although there are no clues on the direction of these associations, it is speculated that properly programmed courses and active tutoring lead to the use of strategies useful for storage, retrieval and use of information. [ABSTRACT FROM AUTHOR]

This paper reports results to date of a three-year project by Athabasca University, intended to determine the education and training needs and interests of employees in a work camp in northern Alberta's oil sands. (Future reports will address results of efforts to provide programming suiting the needs identified, and the uptake, satisfaction, completion rates, further requirements, and impacts on the careers of workers who become students as part of the project.) In initial project investigations, the areas of business, finance, and management (including interprovincial business certification for tradesmen), health and safety, and project management constituted 56% of enquiries by workers; also of interest to workers were courses in trades and engineering. Barriers to enrolment were found to be related both to the demands of the workplace and to the workers' backgrounds and situations, including: long hours (with regular overtime, and often with long commutes to and from the worksite); work pressure (the site was in the final phases of construction); high mobility of employment, resulting in frequent relocations to new work camps; lack of information about the potential relation of training to promotion opportunities within and outside of the present employer; ignorance about open and distance learning in general, and misinformation about technology-based learning delivery in particular; and concerns about costs were among these. [ABSTRACT FROM AUTHOR]

Copyright of Análise is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the development and experimental evaluation of an e-laboratory platform in the field of robotics. The system in its current configuration is designed to enable distance training of students in real scenarios of robot manipulator programming. From a technological perspective, the research work presented in this paper is directed towards the adaptation of concepts and techniques developed in the field of telerobotics and virtual reality, and their integration in such e-laboratory settings. This paper focuses particularly on the educational impact of such systems. The goal is to assess the performance of e-laboratory scenarios in terms of the efficacy of training provided to students. The results of a pilot experimental study are presented, providing a comparative evaluation for three training modalities: real, remote, and virtual training on robot manipulator programming. The experiments were conducted according to an evaluation protocol specially designed for the considered target training task, using scoring charts to obtain quantitative performance measures and assess the performance of the student groups participating in the course. Training, as a dynamic process, is approached according to a classical three dimensional model, and performance scores are accordingly assessed in these dimensions (namely: low-level versus mid and high-level skills and understanding). The obtained results reveal certain differences between the three groups, particularly as related to the low-level skill training score, giving some insight about the training ‘dimensions’ that are expected to be mostly affected by the absence of physical (or realistic virtual) presence in a real hands-on experimentation. Statistical analysis indicates, however, that, despite these apparent differences, such e-laboratory modules can be integrated quite effectively in practical scenarios, creating virtual training environments that can provide adequate learning elements, as related particularly to mid and high-level skill acquisition. Further work and large-scale studies are still needed, though, in order to explore the extent to which such a general conclusion is valid in different training settings, and to form the basis of a more theoretical evaluation for a comprehensive understanding of the pedagogical differences between real, virtual, and remote learning/training methodologies and experiences. [ABSTRACT FROM AUTHOR]