This article reviews Training magazine's 46th Annual Conference and Expo held February 13 through 15 in Orlando, Florida. It summarizes highlights from keynote presentations, expo hall events, and numerous concurrent sessions relevant to learning and development professionals
{"title":"Shining the Light on Learning: A recap of Training magazine's 2023 conference and expo","authors":"L. Howles","doi":"10.1145/3596691.3594551","DOIUrl":"https://doi.org/10.1145/3596691.3594551","url":null,"abstract":"This article reviews Training magazine's 46th Annual Conference and Expo held February 13 through 15 in Orlando, Florida. It summarizes highlights from keynote presentations, expo hall events, and numerous concurrent sessions relevant to learning and development professionals","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82207978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Josie Ahlquist's book "Digital Leadership in Higher Education" provides stakeholders in higher education with strategies to establish authentic personal connections using social media.
{"title":"How to Create a Digital Presence","authors":"E. Wagner","doi":"10.1145/3596691.3596518","DOIUrl":"https://doi.org/10.1145/3596691.3596518","url":null,"abstract":"Josie Ahlquist's book \"Digital Leadership in Higher Education\" provides stakeholders in higher education with strategies to establish authentic personal connections using social media.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91170340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching online learners with social skill, mental health, and communication disabilities requires post-secondary instructors to become more than content experts. The purpose of this article is to provide recommendations for postsecondary instructors for building inclusive communities, focusing on accessible course design, and increasing specialized professional knowledge that serves all learners, saves planning time, and diminishes frustration from excessive individualization of instruction.
{"title":"Tips for Supporting Students with Social Skill, Mental Health, and Communication Disabilities in Digital Settings","authors":"T. W. Park, Kari L. Sheward, Carol Rogers-Shaw","doi":"10.1145/3596691.3596515","DOIUrl":"https://doi.org/10.1145/3596691.3596515","url":null,"abstract":"Teaching online learners with social skill, mental health, and communication disabilities requires post-secondary instructors to become more than content experts. The purpose of this article is to provide recommendations for postsecondary instructors for building inclusive communities, focusing on accessible course design, and increasing specialized professional knowledge that serves all learners, saves planning time, and diminishes frustration from excessive individualization of instruction.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81006137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organized asynchronous discussions are a common feature in online, formal higher-education courses. Discussions can take place learner to learner or instructor to learner and are situated in small group projects, processing content in message boards, and games. Within these learning settings, conflict can emerge. Conflict may foster deeper learning about ideas, or it may be destructive and create a negative learning environment. The purpose of this article is to identify conflict challenges present within asynchronous online discussions and to present evidence-based strategies to mitigate conflict within these higher education instructional settings. Conflict challenges may involve navigating effective online collaboration, participating in small group discussion, and developing discernment for health conflict. Strategies to mitigate conflict include: providing support throughout the course for student ownership; creating points for class and group cohesion; incorporating relevant small group facilitation strategies; integrating leadership concepts in team development; and structuring purposeful instructor monitoring. Although conflict cannot be avoided, understanding ways to categorize conflict challenges within discussions can support practitioners? use of related evidence-based strategies to mitigate conflict.
{"title":"Mitigating Conflict in Asynchronous Online Discussions: Strategies for instructors in higher education","authors":"Susan M. Yelich Biniecki, Courtney Hoffhines","doi":"10.1145/3594251.3587270","DOIUrl":"https://doi.org/10.1145/3594251.3587270","url":null,"abstract":"Organized asynchronous discussions are a common feature in online, formal higher-education courses. Discussions can take place learner to learner or instructor to learner and are situated in small group projects, processing content in message boards, and games. Within these learning settings, conflict can emerge. Conflict may foster deeper learning about ideas, or it may be destructive and create a negative learning environment. The purpose of this article is to identify conflict challenges present within asynchronous online discussions and to present evidence-based strategies to mitigate conflict within these higher education instructional settings. Conflict challenges may involve navigating effective online collaboration, participating in small group discussion, and developing discernment for health conflict. Strategies to mitigate conflict include: providing support throughout the course for student ownership; creating points for class and group cohesion; incorporating relevant small group facilitation strategies; integrating leadership concepts in team development; and structuring purposeful instructor monitoring. Although conflict cannot be avoided, understanding ways to categorize conflict challenges within discussions can support practitioners? use of related evidence-based strategies to mitigate conflict.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85213364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although concerns around academic integrity and plagiarism have been raised, ChatGPT can be used constructively as a learning tool. Several examples are included to guide educators on how to integrate ChatGPT in their teaching, such as answering questions, designing interactive lessons, starting discussions, and providing personalized learning experiences. However, it's imperative for educators to post guidelines for proper and improper use of ChatGPT, as well as teach students to use AI tools effectively and ethically. Embracing AI tools like ChatGPT could provide students with a dynamic and responsive learning experience.
{"title":"Making ChatGPT Work for You","authors":"Xi Lin, Steven W. Schmidt","doi":"10.1145/3594251.3594636","DOIUrl":"https://doi.org/10.1145/3594251.3594636","url":null,"abstract":"Although concerns around academic integrity and plagiarism have been raised, ChatGPT can be used constructively as a learning tool. Several examples are included to guide educators on how to integrate ChatGPT in their teaching, such as answering questions, designing interactive lessons, starting discussions, and providing personalized learning experiences. However, it's imperative for educators to post guidelines for proper and improper use of ChatGPT, as well as teach students to use AI tools effectively and ethically. Embracing AI tools like ChatGPT could provide students with a dynamic and responsive learning experience.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86519317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article looks into the impact of COVID-19 on the digitization of work and learning, specifically for adult educators (post-secondary educators and trainers) around the world. It provides a comparison of adult educators in Singapore and their international counterparts from the United Kingdom, European Union countries, and the United States. Results show international respondents tended to view transition to online learning, teaching, and assessment (LTA) as a temporary response to the emergency due to COVID-19, while the perceptions of respondents from Singapore seemed to represent a general sentiment toward a more permanent shift to online LTA rather than an emergency response. Additionally, respondents from Singapore tended to be more positive when it came to rating the impact of the online transition. Regardless of the differences in their views, it appears online LTA is here to stay, and the immediate challenge would be to make appropriate continuing professional development arrangements to support adult educators around the world to cope with this transition. It is, therefore, hoped the lessons learned from this current study could provide useful references to a wider community in higher education and adult training to emerge strong from the pandemic.
{"title":"An International Comparison of Online Learning Transition During COVID-19","authors":"Zan Chen, Bao Zhen Tan","doi":"10.1145/3590200.3585390","DOIUrl":"https://doi.org/10.1145/3590200.3585390","url":null,"abstract":"This article looks into the impact of COVID-19 on the digitization of work and learning, specifically for adult educators (post-secondary educators and trainers) around the world. It provides a comparison of adult educators in Singapore and their international counterparts from the United Kingdom, European Union countries, and the United States. Results show international respondents tended to view transition to online learning, teaching, and assessment (LTA) as a temporary response to the emergency due to COVID-19, while the perceptions of respondents from Singapore seemed to represent a general sentiment toward a more permanent shift to online LTA rather than an emergency response. Additionally, respondents from Singapore tended to be more positive when it came to rating the impact of the online transition. Regardless of the differences in their views, it appears online LTA is here to stay, and the immediate challenge would be to make appropriate continuing professional development arrangements to support adult educators around the world to cope with this transition. It is, therefore, hoped the lessons learned from this current study could provide useful references to a wider community in higher education and adult training to emerge strong from the pandemic.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79380864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asynchronous learning has taken on new significance in the era of COVID-19 social distancing. The learning curve for students and faculty members to adapt to the new distance learning environment has been a dynamic experience. In this article we review some of our experiences with asynchronous curriculum in the pre-clerkship curriculum at the Uniformed Services University. We review student and faculty perceptions of virtual, asynchronous curriculum as well as tangible solutions for implementing asynchronous curriculum and pitfalls to be aware of. Advances in asynchronous learning have revolutionized medical education, but a healthy perspective is necessary for faculty and students to maximize the benefits of remote learning while maintaining student-teacher engagement.
{"title":"Maximizing the Value of Asynchronous Learning in Pre-clerkship Medical Education","authors":"Phorum Sheth, A. Samuel, Eulho Jung, Jacob Collen","doi":"10.1145/3583062.3579362","DOIUrl":"https://doi.org/10.1145/3583062.3579362","url":null,"abstract":"Asynchronous learning has taken on new significance in the era of COVID-19 social distancing. The learning curve for students and faculty members to adapt to the new distance learning environment has been a dynamic experience. In this article we review some of our experiences with asynchronous curriculum in the pre-clerkship curriculum at the Uniformed Services University. We review student and faculty perceptions of virtual, asynchronous curriculum as well as tangible solutions for implementing asynchronous curriculum and pitfalls to be aware of. Advances in asynchronous learning have revolutionized medical education, but a healthy perspective is necessary for faculty and students to maximize the benefits of remote learning while maintaining student-teacher engagement.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81829206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fei Chen, Sania Rahim, Robert Isaak, Brooke A. Chidgey, Emily Teeter, H. Arora, Susan M. Martinelli
Many medical residency programs have attempted to equip their trainees with tools to combat burnout using wellness curricula. One often-overlooked aspect of burnout is the support person's lack of understanding about the stress residents face as well as what is required of them. We describe a program, known as the Family Anesthesia Experience, with a focus on the conversion of the in-person event to a virtual format and comparing learning experience in the two formats. The goals of this program are to improve residents' support persons' understanding of anesthesiology residency and combat physician burnout via a social-relatedness approach. This program was conducted in-person in 2019 and converted to a virtual format in 2020 in response to the COVID-19 pandemic. We collected data from both years to assess the event using different delivery formats. All responders in 2020 and most responders (83.3%) in 2019 felt the event would improve communication between residents and support persons. Thematic analysis revealed benefits and drawbacks of hosting the event virtually. The family day wellness program strengthened support networks for residents and improved support persons' understanding of and empathy for the residency experience. The program adapted well to both in-person and virtual settings.
{"title":"Maintaining Social Support in the Era of Social Distancing: Transitioning an in-person family-oriented wellness event to a virtual venue","authors":"Fei Chen, Sania Rahim, Robert Isaak, Brooke A. Chidgey, Emily Teeter, H. Arora, Susan M. Martinelli","doi":"10.1145/3583062.3539612","DOIUrl":"https://doi.org/10.1145/3583062.3539612","url":null,"abstract":"Many medical residency programs have attempted to equip their trainees with tools to combat burnout using wellness curricula. One often-overlooked aspect of burnout is the support person's lack of understanding about the stress residents face as well as what is required of them. We describe a program, known as the Family Anesthesia Experience, with a focus on the conversion of the in-person event to a virtual format and comparing learning experience in the two formats. The goals of this program are to improve residents' support persons' understanding of anesthesiology residency and combat physician burnout via a social-relatedness approach. This program was conducted in-person in 2019 and converted to a virtual format in 2020 in response to the COVID-19 pandemic. We collected data from both years to assess the event using different delivery formats. All responders in 2020 and most responders (83.3%) in 2019 felt the event would improve communication between residents and support persons. Thematic analysis revealed benefits and drawbacks of hosting the event virtually. The family day wellness program strengthened support networks for residents and improved support persons' understanding of and empathy for the residency experience. The program adapted well to both in-person and virtual settings.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86918195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Blended learning in pain education is an effective teaching method to help learners grasp complex didactic and clinical topics. In this report, four educational strategies are examined that were successfully utilized to teach a postgraduate dental orofacial pain course. These strategies included using virtual presentations, hands-on training, virtual interactive case-based learning, and student created multimedia and peer-to-peer feedback.
{"title":"Blended Learning Technologies in Dental Education: A case study in orofacial pain","authors":"James Mark Hawkins, D. Fallis, S. Durning","doi":"10.1145/3583062.3530695","DOIUrl":"https://doi.org/10.1145/3583062.3530695","url":null,"abstract":"Blended learning in pain education is an effective teaching method to help learners grasp complex didactic and clinical topics. In this report, four educational strategies are examined that were successfully utilized to teach a postgraduate dental orofacial pain course. These strategies included using virtual presentations, hands-on training, virtual interactive case-based learning, and student created multimedia and peer-to-peer feedback.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78085675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Janice Williams, Natasha I. Best, Stacy Carr, Candy Wilson, D. Seibert
In 2020, as the entire world, including the U.S., experienced the rapid restraints and uncertainties of the COVID-19 pandemic, innovative teaching and assessment methods had to be utilized to achieve pre-pandemic goals and objectives of graduate education. This article describes how faculty implemented virtual oral exams as an assessment methodology to evaluate students' cumulative knowledge of essential women's health content. Course faculty administered a 25-minute virtual oral examination to students enrolled in a second-year advanced women's health course. All enrolled students (25 in 2020 and 19 in 2021) completed the virtual oral examination. The method was successfully implemented for two consecutive years, demonstrating the potential feasibility, applicability, and sustainability of implementing oral examinations utilizing the evaluation method in graduate education. This method assessed the students' critical thinking on essential aspects of care that they will eventually deliver to the public.
{"title":"How A Graduate Nursing Program Implemented a Virtual Oral Examination during the COVID-19 Pandemic","authors":"Janice Williams, Natasha I. Best, Stacy Carr, Candy Wilson, D. Seibert","doi":"10.1145/3583062.3558522","DOIUrl":"https://doi.org/10.1145/3583062.3558522","url":null,"abstract":"In 2020, as the entire world, including the U.S., experienced the rapid restraints and uncertainties of the COVID-19 pandemic, innovative teaching and assessment methods had to be utilized to achieve pre-pandemic goals and objectives of graduate education. This article describes how faculty implemented virtual oral exams as an assessment methodology to evaluate students' cumulative knowledge of essential women's health content. Course faculty administered a 25-minute virtual oral examination to students enrolled in a second-year advanced women's health course. All enrolled students (25 in 2020 and 19 in 2021) completed the virtual oral examination. The method was successfully implemented for two consecutive years, demonstrating the potential feasibility, applicability, and sustainability of implementing oral examinations utilizing the evaluation method in graduate education. This method assessed the students' critical thinking on essential aspects of care that they will eventually deliver to the public.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84165173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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