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A balanced scorecard-based model for evaluating e-learning and conventional pedagogical activities in nursing
Boštjan Žvanut, Damjan Vavpotič, Tomaž Hovelja, 2015, original scientific article

Abstract: The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students or teachers' perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities that considers students', teachers' and managers' perspectives. A case study of the proposed approach was performed at a publicly funded nursing faculty with Slovenian and Italian students from 2009 to 2012. The case study was combined with focus group discussions, interviews, direct observation and survey. The proposed approach allows management to compare the value of different pedagogical activities through the students', teachers' and managers' perspectives. The approach proved useful in the evaluation of pedagogical activities and provided valid arguments for long-term pedagogical process improvement
Found in: osebi
Keywords: evaluation, curriculum, cost-effectivness, e-learning
Published: 14.10.2015; Views: 1937; Downloads: 112
URL Full text (0,00 KB)

A comparative evaluation of E-learning and traditional pedagogical process elements
Irena Trobec, Boštjan Žvanut, Damjan Vavpotič, 2013, original scientific article

Abstract: A comparative evaluation of E-learning and traditional pedagogical process elements
Found in: osebi
Keywords: e-učenje, ocenjevanje, pedagoški proces, metode poučevanja, model, e-learning, evaluation, pedagogical process, teaching methods, model
Published: 09.08.2016; Views: 1412; Downloads: 26
URL Full text (0,00 KB)

Improving the use of e-learning in health care curricula
Patrik Pucer, Boštjan Žvanut, Damjan Vavpotič, 2016, original scientific article

Abstract: E-learning is nowadays included in different health care curricula. However, this learning and teaching approach is still relatively underused in the health care study programmes. Hence, the goal of this article is to present three e-learning best practices in health care, which were validated in our previous projects/studies.First best practice, e-learning practice contents for the development of critical thinking, presents the approach which resulted in significant (p<0.001) raise in the number of discussion posts (+12.2%) for which the opinions and conclusions of the participants were justified with valid arguments. Furthermore, also the survey results showed that students achieve critical thinking skills with these contents. Second best practice, inclusion of the health care students in the development of e-contents, also resulted as a valid approach for improving the use of e-learning in health care curricula, which was confirmed by the expert opinion and e-contents final users. Finally, third best practice, our approach for evaluation and comparison of e-learning and traditional pedagogical elements value by health care students and teachers, was confirmed in the interview with the management as a valid approach that helps the management to identify whether previous elearning initiatives and activities were successful. Best practices, presented in this paper, represent the evidence that the use of modern information and communication technologies should be considered in the future as a serious requisite in health care study programmes. The broader community interested in the e-learning initiative should prepare a list of similar best practices, validate its effectiveness and prepare guidelines for their optimal implementation..
Found in: osebi
Keywords: e-learning, health care, best practices
Published: 08.08.2016; Views: 1363; Downloads: 111
URL Full text (0,00 KB)
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