• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology,Education and Development Conference >(543)ALTERNATIVE STRATEGIES OF LEARNING FOR CONTINUINGEDUCATION: INTERNET VERSUS TRADITIONAL CONFERENCEFORMAT
【24h】

(543)ALTERNATIVE STRATEGIES OF LEARNING FOR CONTINUINGEDUCATION: INTERNET VERSUS TRADITIONAL CONFERENCEFORMAT

机译：（543）继续教育学习的替代策略：互联网与传统会议形式

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Behavioral health care professionals often tend to avoid implementing evidence-basedresearch into practice. Many practitioners are exposed to evidence-based practicethrough infrequent experiences with continuing education events. Continuing educationserves as the primary modality for updating information to substance abuse treatmentproviders. Many providers attend these sessions because they are required to, and usethese sessions as opportunities to socialize rather than learn. Thus, addiction researchremains largely isolated from those it is intended to inform. Implementing an internetbasedlearning modality as a continuing education option for behavioral healthpractitioners will help bridge the gap between the findings of evidence-based practice andthe dissemination of knowledge to practitioners. During the Fall, 2009 semester a studywas conducted by recruiting undergraduate students from entry-level psychology coursesto participate in one of two randomly assigned conditions. In the experimental conditionthe subjects (n=50) were exposed to an internet-based session in which they receivededucation via the computer about the foundations of addiction. The control group (n=50)received the same information in typical lecture format. The internet-based sessionscontained the same material as the lecture format, and were created using presentationsoftware known as Viewlet Builder 6 (Qarbon Software). All subjects were given a pretestprior to exposure to the information and a follow-up post-test. Data were analyzedusing a 2 Way ANOVA. The statistical analyses tested the basic hypothesis thatinformation is transmitted at least as well using the internet as in conference format.Subjects were also given exit interviews. Based on both quantitative and qualitative data,necessary adjustments were made to the internet-based training and conference format.Data analysis using SPSS-X indicated that in all cases, post-test scores were significantlyhigher than pre-test scores, indicating that both forms of education were effective.Additionally, it was found that subjects in the Internet-based groups had post-test scorescomparable to those in the lecture group. These findings indicate that the use of Internetbasedtraining is as effective as the traditional conference format.In the spring of 2010, a follow-up study with a similar framework will be conducted.Addiction counselors will be recruited from Partner Agencies. They will be randomlyassigned to either attend a Continuing Education Forum or engage in Internet-basedprograms providing access to the same information. Subjects will be given a pre-test anda post-test. It is hypothesized that the subjects in the internet-based condition will learnmore efficiently, and be more likely to implement new information. In the first experiment,the expectation was that the two groups would learn equally well. In Experiment 2 it is feltthat the Internet–Based Group will learn more efficiently since they are attending tomaterial in an interactive form, with no opportunity to socialize instead. Additionally, theproviders in the Internet group will have the opportunity to go back to the online materialafter completion of the study, making it more accessible, and more readily used. As aresult of this study, it is hoped that internet-based learning will become a more commonlyused method of continuing education for behavioral health care providers.
机译：行为医疗保健专业人员往往倾向于避免将证据依据实施。许多从业者接触到基于证据的实践中的不经常与持续教育活动的经历。继续教育作为将信息更新到药物滥用治疗方法的主要方式。许多提供者参加这些会议，因为他们需要和赖斯的课程作为社交活动而不是学习的机会。因此，瘾君子主要被隔离地从它旨在通知。作为行为保健行为者的持续教育选项实施互联网的设计方式将有助于弥合基于证据的实践结果与从业者的传播。在秋季，2009年学期通过招募来自入门级心理学课程的本科生进行的学习行，参加了两个随机分配的条件之一。在实验条件下，受试者（n = 50）接触到基于互联网的会话，其中他们通过计算机接受了关于成瘾基础的教育。控制组（n = 50）以典型的讲义格式收到相同的信息。基于Internet的SessionsContomated将与讲义格式相同的材料，并使用称为Viewlet Builder 6（Qarbon软件）的演示文具创建。所有受试者都有预先接触信息和后续测试后的预防。数据进行了分析了一个2路ANOVA。统计分析测试了基本假设，除了在会议格式中，至少使用Internet传输的基本假设.Subjects也被提供退出访谈。基于定量和定性数据，对基于互联网的培训和会议格式进行了必要的调整。使用SPSS-X的数据分析表明，在所有情况下，测试后得分明显高于测试前分数，表明这两种形式教育是有效的。解释，发现基于互联网的群体的受试者对讲座组中的人进行了考验得分。这些调查结果表明，使用互联网的使用与传统的会议格式一样有效。在2010年春季，将进行与类似框架的后续研究。将从合作伙伴机构招募了一项法规辅导员。他们将被随机分类为参加持续的教育论坛或从事基于互联网的互联网，提供对相同信息的访问。受试者将获得预测试和测试后的测试。假设基于互联网的条件中的受试者将有效地学习，并且更有可能实现新信息。在第一个实验中，期望是两组将同样学习。在实验2中，菲尔特基于互联网的群体将更有效地学习，因为它们以互动形式出席了自动化，而没有机会进行社交。此外，Internet组中的Providers将有机会回到在线完成研究的完成，使其更加访问，更容易使用。作为本研究的遗产，希望基于互联网的学习将成为行为保健提供者继续教育的更常用方法。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号