Browsing Faculty of Community & Health Sciences by Subject "Responses to e-learning"
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Bozalek, Vivienne (Department of Social Work, University of Johannesburg, 2007)[more][less]
Abstract: This article describes the design and implementation of a module on Advanced Social Work Ethics using a blended learning approach and relying substantially on e-learning as a pedagogical tool. The design is contextualised by elaborating on the parameters in which the module was developed – viz. the minimum standards of the Bachelor of Social Work pertaining to ethics, as well as the e-learning and assessment policies at UWC. The module design and implementation was informed by constructivist pedagogical principles, and made use of the notion of ‘critical friends’ as a means of providing opportunities for students to interact as peers and provide input on each others’ learning, thus decentralising the traditional role of the university lecturer. Examples of assessment tasks devised for the module to illustrate the pedagogical principles are also provided. Students’ responses to their experiences of undertaking the module are drawn from their final journal entries and provide an indication of how the module was operationalised. URI: http://hdl.handle.net/10566/49 Files in this item: 1
Bozalek_Ethics(2007)[1].pdf (205.9Kb) -
Fakude, Lorraine; Julie, Hester (University of the Western Cape. Faculty of Community & Health Sciences, 2006)[more][less]
Abstract: Introduction: E-learning has been integrated into the curriculum of the School of Nursing (SON) because it supports the principles of the case-based approach adopted by the SON. Aim: The primary aim was to gather baseline data on e-learning by exploring the perceptions and experiences of the first pilot group of undergraduate nursing students who were exposed to this strategy. Methods: A descriptive cross -sectional quantitative design was used to collect data regarding the students’ understanding and value of e-learning, the benefits and skills gained, challenges experienced, by means of a structured, open-ended questionnaire. Convenience sampling was used because the questionnaire was distributed to the 87, third year undergraduate nursing students who completed the Primary Mental Health Care module in June 2006. Microsoft Excel software was used for the capturing and analysis of the data. Results: The findings indicate that 19.5% did not have an accurate theoretical understanding of e-learning in spite of being exposed to at least two sessions of KNG training. The data confirmed that e-learning affords convenience, flexibility and improved access to digital resources. Initial confusion and system down times were cited as important challenges. Conclusion: Although some students struggled initially, the majority (87.8%) succeeded finally in mastering e-learning and regarded the experience as valuable in that 90% rated it as beneficial enough to be recommended to other students. URI: http://hdl.handle.net/10566/81 Files in this item: 1
Julie_Reflections2006.pdf (244.7Kb)
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