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The study explores how prisoners view online education while confined to a jail and makes the claim that a dedication to learning is unbreakable. It uses a qualitative methodology and an interpretive paradigm to conduct interviews inside a Namibian prison. Thematic analysis of the transcribed interviews showed that Namibia's legal system was beginning to place more emphasis on rehabilitation and community reintegration. The government of Namibia is committed to prisoner rehabilitation, as seen by its facilitation of e-learning for inmates. Prisons are seen by some convicts as opportunities for personal growth, even when studying from a distance presents difficulties. Sometimes bureaucratic obstacles get in the way of educational goals, even in the face of requests for support and access. According to the study, administrative obstacles like resource shortages or access restrictions may make it more difficult for inmates to take advantage of educational opportunities. Essentially, the study emphasizes the tenacity of prisoners who are dedicated to improving their lives via education, while also drawing attention to structural issues that must be resolved in the prison system to support successful remote learning programs. [ABSTRACT FROM AUTHOR]

Presenting the results had the goal was to identify the knowledge obtained by the experience of teachers during the confinement for the pandemic, in the months of January to June 2020. The methodological approach was a mixture of two stages: The first one was quantitative, in which a survey was carried out on a suitable non-random sample on six universities within the country. The second one was qualitative, in which semi-structured interviews were carried out on teachers that have experience on both regular learning and distance learning modes caused by the lockdown. The results, from a systemic perspective on the emergent situation, allowed us to recognize the institutions and teachers as knowledge managers. We can observe how the actors managed to bring balance to their institutional structures, as well as to the teaching and learning processes. Notwithstanding the fact that this research was carried out on private universities and that only the learning experience acquired by the transitioning to distant learning was retrieved, the findings contribute pedagogical field create in the crisis, regarding the efficient learning-oriented measurements and organizational structure.

Presenting the results had the goal was to identify the knowledge obtained by the experience of teachers during the confinement for the pandemic, in the months of January to June 2020. The methodological approach was a mixture of two stages: The first one was quantitative, in which a survey was carried out on a suitable non-random sample on six universities within the country. The second one was qualitative, in which semi-structured interviews were carried out on teachers that have experience on both regular learning and distance learning modes caused by the lockdown. The results, from a systemic perspective on the emergent situation, allowed us to recognize the institutions and teachers as knowledge managers. We can observe how the actors managed to bring balance to their institutional structures, as well as to the teaching and learning processes. Notwithstanding the fact that this research was carried out on private universities and that only the learning experience acquired by the transitioning to distant learning was retrieved, the findings contribute pedagogical field create in the crisis, regarding the efficient learning-oriented measurements and organizational structure. [ABSTRACT FROM AUTHOR]

Objectives To explore pharmacy colleges' experiences and challenges worldwide with the transition to online teaching during the coronavirus disease 2019 (COVID-19) pandemic. Methods From the six World Health Organization regions, 28 countries with the highest number of COVID-19 cases were identified, and 111 pharmacy colleges were randomly selected from these countries. Two online surveys were sent to faculty members and senior administrators. They assessed changes in teaching and learning, experiential training, assessment, readiness for and challenges with distance e-learning and work-related stress. Key findings Data were collected from 46 colleges. The majority (80.4%) of colleges transitioned to distance e-learning. On-site experiential training was discontinued in 55.5% of colleges and 25.0% redesigned on-site training into remote learning experiences. Assessments were modified in 75.9% of colleges. Assuring the integrity of assessments and delivering practical classes were the most prominent faculty challenges. The majority of faculty (75.0%) and administrators (61.9%) reported moderate work-related stress. Nevertheless, most academics felt that they received adequate support from their institutions and had positive perceptions of the transition to distance e-learning during the pandemic. Conclusions The COVID-19 pandemic required drastic changes for most programs' teaching methods. Our results showed that educational institutions were somewhat able to support faculty and the needs of educational programs were largely met. However, academic rigour and provision of experiential training can be improved. Faculty emotional support and training needs were not fully addressed in these difficult times. These results shed light on how the global pharmacy academy has addressed the COVID-19 pandemic and help rethink crisis response models. [ABSTRACT FROM AUTHOR]

The new reality of the 21st century has changed the goals and quality of education worldwide. Deep understanding and acquisition of lasting knowledge is a necessary but insufficient condition for academic and personal realisation. Successful socialisation requires critical thinking, teamwork, resource management... Young people should not only be competent, but also conscious, effective individuals who can overcome difficulties and support the development of society. The aim of this article is to follow the challenges in the field of education in the new century and to look for an answer to the question how a teacher can become really successful and the students more motivated. The implementation of this task includes an overview of current works and developments on the issue, personal observations and practices conducted in face-to-face and distance learning, lectures with trainers and trainees. In the modern dynamic and ever-transforming world, where changes in information and communication technologies are taking place at such a rapid pace that “the future is now today and not tomorrow”, it is extremely important for young people to see the relevance of what they are learning. The focus of training is shifted, and what and how the student learns becomes of paramount importance. The new directions and ideas of time do not exclude the teacher’s leading and defining role in the learning process, but certainly give a more active and central role to the learners and impose new approaches and methods of teaching. Digital skills and literacy become mandatory and information technologies – an integral part of everyday life, as well as the professional and pedagogical competence of the trainer. The teacher in the new century must be adaptive and constructive, constantly improving his or her qualifications, seeking solutions and solving problems. His or her new role is a facilitator, whose main task is to develop learning skills and abilities for planning, conceptualisation and management of the learning process, and counselling skills in order to build a calm and protected educational environment. In the new era the most successful are those teachers who work for the personal development of their students and make them build up key social and emotional competences (self-awareness, self-governance, social awareness, relationship management, responsible decision-making). The successful lecturer concentrates on these competences and provides for practices in the learning process that provoke the development of each of the specified skills. Taking into account the challenges of the information society and the globalisation of modern times, the successful teacher adapts the teaching models to the changing learning patterns and enriches them. It is precisely in the synchrony and balance between the new and flexible forms of learning (at the core of which is the distance learning), the trainer as a mentor and the learners of the so-called digital generation, where the effectiveness of the educational process is found nowadays. [ABSTRACT FROM AUTHOR]

Continuous Professional Development (CPD) is an essential part of the professional development process of each pharmacist. As CPD helps pharmacists to improve their work quality and to become more useful for their patients the Bulgarian Pharmaceutical Union (BPhU) has implemented an e-learning platform for distance education for pharmacists in Bulgaria. The present research aims to sum up and investigate the quantitative and qualitative use of the e-learning platform. Data from the initial 18 months - from the July 1st to the December 31st 2019 were summarized and analyzed using descriptive statistics. For the first 18 months the e-learning platform consists of 5 active modules and was visited by 24.3% of the active members of the BPhU. The percentage of the participants in the different modules varies from 22% to 63% from the visitors of the platform. Each module finishes with a test. The average success rates in percentage, the average time to fulfill the test, and the percentage of users that try the test more than once to pass it was also measured. The e-learning platform of the BPhU has proved to be a valuable tool for providing CPD education for pharmacists in Bulgaria. [ABSTRACT FROM AUTHOR]

This article aims to reflect on attendance dialogue as a formative element in tutoring process on the English course offered in distance modality. This is a bibliographic and field research. Initially, it was realized a dialogue studying about Freire, Moore, Filatro e Holmberg conceptions, relating it to distance education comprehension and with "Quality Benchmarks for Higher Distance learning" document. Afterwards, tutors interactions of e-Tec English course were examined in order to check how the dialogue assiduity occurred. This conclusions suggested that the theoretically actions delegated to tutors are clearly defined, however the tutoring practical revealed aspects which could be reviewed by programs coordination and should be emphasized in training of online tutors. [ABSTRACT FROM AUTHOR]

The electronic learning (e-learning) has gradually become more and more important in today’s school in Taiwan. Many colleges and universities offer distance e-learning courses or programs for students. An effective teaching or learning through a distance web e-learning system depends on many factors (or criteria). The analytic hierarchy process (AHP) model is suitable for dealing with the multi-criteria problems. This paper utilizes the consistent fuzzy preference relations (CFPR) in AHP model to evaluate these factors. The CFPR is computational simplicity and guarantees the consistence of decision matrices. Rating the criteria is important. An empirical example using CFPR in AHP model to find the weights is presented. The weight can point out which factor is important, especially when the time, manpower, and financial support are limited. The rating results can be directly used to evaluate the distance e-learning effectiveness and can provide teachers and decision-makers in schools important information for improving e-learning practice in the future. [Copyright &y& Elsevier]

Objectives: To explore pharmacy colleges' experiences and challenges worldwide with the transition to online teaching during the coronavirus disease 2019 (COVID-19) pandemic., Methods: From the six World Health Organization regions, 28 countries with the highest number of COVID-19 cases were identified, and 111 pharmacy colleges were randomly selected from these countries. Two online surveys were sent to faculty members and senior administrators. They assessed changes in teaching and learning, experiential training, assessment, readiness for and challenges with distance e-learning and work-related stress., Key Findings: Data were collected from 46 colleges. The majority (80.4%) of colleges transitioned to distance e-learning. On-site experiential training was discontinued in 55.5% of colleges and 25.0% redesigned on-site training into remote learning experiences. Assessments were modified in 75.9% of colleges. Assuring the integrity of assessments and delivering practical classes were the most prominent faculty challenges. The majority of faculty (75.0%) and administrators (61.9%) reported moderate work-related stress. Nevertheless, most academics felt that they received adequate support from their institutions and had positive perceptions of the transition to distance e-learning during the pandemic., Conclusions: The COVID-19 pandemic required drastic changes for most programs' teaching methods. Our results showed that educational institutions were somewhat able to support faculty and the needs of educational programs were largely met. However, academic rigour and provision of experiential training can be improved. Faculty emotional support and training needs were not fully addressed in these difficult times. These results shed light on how the global pharmacy academy has addressed the COVID-19 pandemic and help rethink crisis response models., (© The Author(s) 2021. Published by Oxford University Press on behalf of the Royal Pharmaceutical Society. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Background: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients' emotions and the importance of considering the patient's environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term., Objective: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease., Methods: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients' condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians' relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection)., Results: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning., Conclusions: The objective of this Web-based assessment tool was to create a "space" for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules., (©Anne-Christine Rat, Laetitia Ricci, Francis Guillemin, Camille Ricatte, Manon Pongy, Rachel Vieux, Elisabeth Spitz, Laurent Muller. Originally published in JMIR Medical Education (http://mededu.jmir.org), 19.07.2018.)