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Applicability of Motivational Interviewing for Chronic Disease Management in Primary Care Following a web-based E-learning Course: Cross-Sectional Study

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JMIR MENTAL HEALTH 2019年第4期6卷 e12540页

作者： Lukaschek, Karoline Schneider, Nico Schelle, Mercedes Kirk, Ulrik Bak Eriksson, Tina Kunnamo, Ilkka Rochfort, Andree Collins, Claire Gensichen, Jochen Ludwig Maximilians Univ Munchen Univ Hosp Inst Gen Practice & Family Med Pettenkoferstr 10 D-80336 Munich Germany Univ Jena Jena Univ Hosp Inst Psychosocial Med & Psychotherapy Jena Germany Univ Jena Jena Univ Hosp Inst Gen Practice & Family Med Jena Germany European Soc Qual & Safety Family Practice Copenhagen Denmark Finnish Med Soc Duodecim Helsinki Finland Irish Coll Gen Practitioners Dublin Ireland

Background: Motivational interviewing (MI) is an established communication method for enhancing intrinsic motivation for changing health behavior. E-learning can reduce the cost and time involved in providing continuing education and can be easily integrated into individual working arrangements and the daily routines of medical professionals. Thus, a web-based course was devised to familiarize health professionals with different levels of education and expertise with MI techniques for patients with chronic conditions. Objective: The aim of this study was to report participants' opinion on the practicality of MI (as learned in the course) in daily practice, stratified by the level of education. Methods: Participants (N=607) of the MI web-based training course evaluated the course over 18 months, using a self-administered questionnaire The evaluation was analyzed descriptively and stratified for the level of education (medical students, physicians in specialist training [PSTs], and general practitioners [GPs]). Results: Participants rated the applicability of the skills and knowledge gained by the course as positive (medical students: 94% [79/84] good;PSTs: 88.6% [109/123] excellent;and GPs: 51.3% [182/355] excellent). When asked whether they envisage the use of MI in the future, 79% (67/84) of the students stated to a certain extent, 88.6% (109/123) of the PSTs stated to a great extent, and 38.6% (137/355) of GPs stated to a great extent. Participants acknowledged an improvement of communication skills such as inviting (medical students: 85% [72/84];PSTs: 90.2% [111/123];GPs: 37.2% [132/355]) and encouraging (medical students: 81% [68/84];PSTs: 45.5% [56/123];GPs: 36.3% [129/355]) patients to talk about behavior change and conveying respect for patient's choices (medical students: 72% [61/84];PSTs: 50.0% [61/123];GPs: 23.4% [83/355]). Conclusions: Participants confirmed the practicality of MI. However, the extent to which the practicality of MI was acknowledged as we

关键词： motivational interviewing e-learning web-based learning primary care health behavior change disease management

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web-based learning System for Developing and Assessing Clinical Diagnostic Skills for Dermatology Residency Program

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EDUCATIONAL TECHNOLOGY & SOCIETY 2016年第3期19卷 194-206页

作者： Kuo, Fan-Ray Chin, Yi-Ying Lee, Chao-Hsien Chiu, Yu-Hsien Hong, Chien-Hui Lee, Kuang-Lieh Ho, Wen-Hsien Lee, Chih-Hung Natl Taiwan Univ Taipei Taiwan Kaohsiung Municipal Hsiaokang Hosp Kaohsiung Taiwan Kaohsiung Med Univ Hosp Kaohsiung Taiwan Natl Taipei Univ Technol Taipei Taiwan Kaohsiung Med Univ Kaohsiung Taiwan Natl Yang Ming Univ Taipei Taiwan Kaohsiung Vet Gen Hosp Kaohsiung Taiwan Natl Kaohsiung Normal Univ Kaohsiung Taiwan Kaohsiung Chang Gung Mem Hosp Kaohsiung Taiwan Chang Gung Univ Coll Med Taoyuan Taiwan

Few studies have explored the learning difficulties and misconceptions that students encounter when using information and communication technology for e-learning. To address this issue, this research developed a system for evaluating the learning efficiency of medical students by applying two-tier diagnosis assessment. The effectiveness of the proposed system was evaluated in 11 resident doctors of dermatology enrolled according to a one-group pre- and post-test experimental design. After using the proposed e-learning system, the resident doctors had significantly improved learning efficiency and high satisfaction with the system functions. Although the number of subjects in this study was low, the significant improvements in clinical skills observed at the end of the educational training program indicate that the proposed integrated e-learning system is user-friendly and effective for self-education in the diagnosis skills required by medical students and dermatology residents.

关键词： Meaningful learning Two-tier diagnosis assessment web-based learning Clinical diagnosis Clinical dermatology

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Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors

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INTERACTIVE learning ENVIRONMENTS 2016年第6期24卷 1198-1214页

作者： Huang, Yueh-Min Hwang, Jan-Pan Chen, Sherry Y. Natl Cheng Kung Univ Dept Engn Sci Tainan 701 Taiwan Brunel Univ Dept Informat Syst & Comp Uxbridge Middx England Natl Cent Univ Grad Inst Network Learning Technol Taoyuan Taiwan

Cognitive styles have been regarded as a crucial factor that affects the effectiveness of web-based learning (WBL). Previous research indicated that educational settings that match with students' cognitive styles can enhance students' learning performance, which is, however, linked to their emotion. Various physiological signals can be applied to measure emotion but the pulse is perhaps the most effective indicator. Thus, we conduct an exploratory research, which looks for a link between emotion and the matching/mismatching instructional approach with the condition of cognitive styles through a continuous pulse rate monitoring. The matching/mismatching instructional approach was delivered via a WBL system, which includes an index version and map version. The pulses of individual learners are collected by using a non-intrusive sensor. Our results indicate that the matching condition enables learners to feel more positive emotions than the mismatching condition, and is also linked to better learning performance.

关键词： physiological factors and emotion web-based learning cognitive styles holists-serialists affective learning

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Students' Self-Efficacy and Attitudes Toward web-based Recipe learning in Taiwan Culinary Education

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ASIA-PACIFIC EDUCATION RESEARCHER 2017年第3-4期26卷 193-204页

作者： Wang, Ching-Yeh Tsai, Meng-Jung Natl Taiwan Univ Sci & Technol Grad Inst Appl Sci & Technol 43Sec 4Keelung Rd Taipei 106 Taiwan Natl Taiwan Univ Sci & Technol Grad Inst Digital Learning & Educ 43Sec 4Keelung Rd Taipei 106 Taiwan

The purpose of this study was to explore the relationships between the self-efficacies and the attitudes toward web-based Recipe learning (WRL) of 296 culinary college students in Taiwan. Factors of the WRL Self-Efficacy Scale and the WRL Attitudes Scale were identified in this study using exploratory factor analyses. Both scales showed a good inter-correlation matrix. Correlation and mediational effect analyses were used to examine the relationships between the students' self-efficacy and attitudes, and several significant findings are reported. First, students' self-efficacies had positive relations with their attitudes toward WRL. In addition, students' 'Ingredient Recognition' self-efficacy was found to significantly predict the other two dimensions of self-efficacy: 'Knife Skills' and 'Cooking Procedure.' Moreover, students' 'Ingredient Recognition' self-efficacy was found to significantly predict their WRL attitudes of 'Usefulness' via a mediated variable, 'Cooking Procedure' self-efficacy. To sum up, the results suggest that 'Ingredient Recognition' is a fundamental level of WRL self-efficacy, while both 'Knife Skills' and 'Cooking Procedure' are advanced levels of WRL self-efficacies. And, when considering the mediational effect, culinary college students' self-efficacy for cooking procedure is an important mediator between the fundamental self-efficacy and attitudes in web-based culinary learning.

关键词： web-based learning Recipe learning Self-efficacy Attitudes Culinary education

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Constructing an Emerging Semantic Supported Intelligence learning Network for web-based learning 11

Constructing an Emerging Semantic Supported Intelligence Lea...

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11th International Conference on Semantics, Knowledge and Grids (SKG)

作者： Li, Zhonghua Liu, Caiming Yang, Jin Zhao, Anping Leshan Normal Univ Sichuan Prov Educ Dept Key Lab Internet Nat Language Proc Leshan Peoples R China Chong Qing Normal Univ Sch Comp & Informat Sci Chongqing Peoples R China

ISBN: (纸本)9781467398084

It is a challenge to effectively organize web learning resources and to discovering such resources for facilitating automatic collaboration and problem solving in a web based learning context. We describe how to construct an intelligent learning network based on the semantic data model learning Semantic Link Network (L-SLN) and propose a methodology to support emerging semantic learning in a semantic context. From the perspective of structure and semantics which are two inseparable aspects of human's knowledge representation, organization, and understanding, we interpret the nature of emergence and emergent learning and the principles that enable emergent, self-organized learning to occur and to flourish in many senses self-organized by using some approaches to discovering the emerging semantics in dynamic L-SLNs. Finally, we describe some key technology to support the implementation of the method.

关键词： Emerging Semantic web-based learning Semantic link

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The effects of progress bars on diverse learning styles in web-based learning 15

The effects of progress bars on diverse learning styles in w...

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15th IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Chou, Te-Lien Chen, Sufen Natl Taiwan Univ Sci & Technol Grad Inst Digital Learning & Educ Taipei Taiwan

ISBN: (纸本)9781467373340

this study focuses on the learning progress bar, an important element of gamification, to examine its effects on diverse learners with different learning styles when facing three different types of web-based instruction (segmentation and nonlinear presentation, homogeneous environment, and lack of social interaction). The Index of learning Styles (ILS) is adopted for measuring MOOCs learner learning styles. Student preferences for web-based study tools, learning style, and their academic achievements will also be collected.

关键词： Progress bar MOOCs gamifications learning styles web-based learning

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Engagement in web-based learning System: An Investigation of Linear and Nonlinear Navigation 1

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4th World Congress on Information and Communication Technologies (WICT)

作者： Katuk, Norliza Zakaria, Nur Haryani Univ Utara Malaysia Sch Comp Sintok 06010 Kedah Malaysia

ISBN: (数字)9783319173986

ISBN: (纸本)9783319173986;9783319173979

This paper investigates linear and nonlinear navigations in web-based learning (WBL) systems. The aim of the study was to identify whether the linear and the nonlinear navigations could be the factors that influence students' engagement within WBL environment. An experimental study was conducted on seventy-two students from a university in Malaysia using a web-based system for learning Basic Computer Networks and a self-report inventory. The results of this study suggested that the types of navigation support affected engagement from certain aspects.

关键词： Navigation Linear Nonlinear Engagement web-based learning

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Social Constructivist Approach to web-based EFL learning: Collaboration, Motivation, and Perception on the Use of Google Docs

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EDUCATIONAL TECHNOLOGY & SOCIETY 2016年第1期19卷 171-186页

作者： Liu, Sarah Hsueh-Jui Lan, Yu-Ju Kainan Univ Dept Appl English Taoyuan Taiwan Natl Taiwan Normal Univ Dept Appl Chinese Language & Culture Taoyuan Taiwan

This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups individuals or collaborators. The results of the study are in line with those of previous studies in that the collaborators performed better than the individuals regarding vocabulary gain. The former was more likely than the latter to be motivated to acquire knowledge and to perceive the learning experience more positively. However, the results of this study suggest that, like many other web 2.0 applications in support of peer scaffolding and knowledge co-construction, Google Docs plays a pivotal role in enhancing students' motivation and involvement.

关键词： web 2.0 Motivation web-based learning English-as-a-foreign language

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Benefits of a bilingual web-based anatomy atlas for nursing students in learning anatomy

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BMC MEDICAL EDUCATION 2022年第1期22卷 341-341页

作者： Liao, Meng-Lin Yeh, Chi-Chuan Lue, June-Horng Chien, Chung-Liang Hsu, Shu-Hao Chang, Ming-Fong Natl Taiwan Univ Dept Anat & Cell Biol Coll Med Taipei 10051 Taiwan Natl Taiwan Univ Natl Taiwan Univ Hosp Dept Surg Coll Med Taipei 10051 Taiwan

Background Registered nurses are required for high-quality healthcare. Thus, the anatomy course is essential regarding professional knowledge of the human body during the nursing training process. However, previous studies have indicated that anatomy teaching time and anatomy teachers were reduced and insufficient. Therefore, to improve the learning of practical anatomy in response to these difficulties, a bilingual National Taiwan University web-based anatomy atlas (NTU-WAA) was created as a cross-platform application and its feasibility was evaluated. Methods The comparison of anatomy examination scores between nursing students of two cohorts (66 from the 2018-2019 cohort, whom was without NTU-WAA application;54 from the 2019-2020 cohort, to whom NTU-WAA was offered) and the evaluation of questionnaires collected from nursing students of the 2019-2020 cohort and 4 anatomy teachers were carried out to define the feasibility of this strategy. Results Results obtained by nursing students for the 2019-2020 cohort showed a significant increase in anatomy learning performance compared with that of the 2018-2019 cohort with reference to the laboratory midterm [2018-2019 cohort vs. 2019-2020 cohort, mean (standard deviation, SD): 77.20 (16.14) vs. 81.80 (12.03);p = 0.043], the laboratory final examination [59.68 (15.28) vs. 80.35 (13.74);p < 0.001] and the theory final examination [80.85 (10.10) vs. 84.33 (6.925);p = 0.017]. Moreover, results of the questionnaires indicated that the new bilingual cross-platform atlas was highly accepted by students and teachers. Conclusions The NTU-WAA, a bilingual web-based atlas, was evaluated as a beneficial anatomy-learning tool that may enhance self-study of nursing students with consequent amelioration of their anatomy-related performance in both theoretical and laboratory examinations. This reflection suggests the future implementation of the bilingual web-based atlas on a large scale.

关键词： Anatomy Bilingual Nursing students Self-study web-based learning

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Cultural Sensitivity Training Task: An Avenue of Enhancing Students' Cultural Awareness and Its Perspectives of web-based learning 12

Cultural Sensitivity Training Task: An Avenue of Enhancing S...

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12th International Conference on Advances in web-based learning (ICWL)

作者： Wu, Jaw-Shyang Chuo, Tun-Whei Yen, Shu-Chin Tajen Univ Yanpu Township Taiwan Wenzao Ursuline Univ Int Studies Kaohsiung Taiwan

ISBN: (纸本)9783662463154;9783662463147

This paper proposes to discuss how teachers can enhance students' cultural awareness through cultural sensitivity training tasks (CSTT). Under the teaching philosophy of agency and epistemology, students experienced the stages of evaluating and re-evaluating their own cultures via classroom activities. Data were collected from two sources: first, Rew's et al. (2003) culture awareness questionnaire was revised and served as pre- and post-test. Second, a survey question was used to probe students' personal stages of change. Results of students' responses to the questionnaire showed that students' cultural awareness increased significantly after taking the course. These results strongly suggest that CSTT can effectively enhance students' cultural awareness.

关键词： Cultural awareness Culture sensitive Cultural sensitivity training task web-based learning

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