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Guidance from the European Association for Haemophilia and Allied Disorders (EAHAD) sets out the educational milestones haemophilia nurses should aim to achieve. However, little is known about the resources nurses use for education and current awareness.


To assess the current educational level of haemophilia nurses, how and where they access ongoing education, where they feel they need extra support, and how best this teaching could be delivered.


Haemophilia nurses in the Haemnet Horizons group devised and piloted a questionnaire. This was distributed in hard copy to nurses attending the 2019 EAHAD Congress and promoted as an online survey hosted by Survey Monkey.


Seventy-five replies were received from nurses in Europe (46 in the UK), and two from nurses in Chile and the Philippines. Most described their role as ‘specialist nurse’, with the majority having worked in haemophilia care for up to ten years. Half had a nursing degree and one quarter had a nursing diploma. Three quarters had attended at least one course specifically related to haemophilia nursing. Almost all used academic sources, study days and the websites of health profession organisations as information sources. Most also used Google or Wikipedia, but fewer used Twitter. Patient association websites were more popular among non-UK nurses. About half attended sponsored professional meetings and three quarters reported that educational meetings were available in their workplace. A clear majority preferred interactive and face-to-face activities using patient-focused content.


The study shows that nurses, predominantly in Western Europe, access a range of educational resources, most of which are ‘traditional’. Use of online sources is high, but social media are less popular than Google or Wikipedia. Further research is needed to explore the potential of new media for haemophilia nurse education, and whether the current educational levels and needs highlighted in the survey remains the same across the whole of Europe.

: Translators’ Journal 43(4) : 616-630. Zanettin, Federico. 2009. Corpus-based Translation Activities for Language Learners. The Interpreter and Translator Trainer 3(2) : 209-24. Zanettin, Federico. 2012. Translation-Driven Corpora: Corpus Resources for Descriptive and Applied Translation Studies . London: Routledge. Online resources: Brocardi lawyers’ online dictionary: Garzanti dictionary: Hoepli dictionary: Treccani encyclopedia:

-Learning: Der Lernende als Grundkategorie bei der Qualitätssicherung. In MedienPädagogik. Online-Zeitschrift für Theorie und Praxis der Medienbildung. Themenheft 1/2002. Lernsoftware - Qualitätsmaßstäbe, Angebot, Nutzung und Evaluation. FELIX, U. (2002). Schritt halten mit dem Web: Die Aufgabe lösen. Available at: - 30 July 2015. FEY, C.-Ch. (2015). Kostenfreie Online-Lehrmittel. Eine kritische Qualitätsanalyse. Bad Heilbrunn: Verlag Julius Klinkhardt. FRIMMEL, U. & KRAJCSO, Z. (2013a). Classification of online resources in the field


The Gaelic Athletic Association (GAA) is an Irish amateur sporting and cultural organisation. It represents in excess of 20,000 teams nationwide and is committed to supporting the development of players and coaches through its Coach Education Programme (CEP). A strategic goal of the CEP is to supplement the traditional field based coach education model with a blended learning approach using online multimedia resources. Two eLearning professionals employed by the GAA are seeking to develop online resources to enhance the knowledge and skills of coaches nationwide. Whilst both professionals possess the expertise and relevant technical skills to create high quality resources, their participation in a Masters in Education and Training Management (eLearning) programme in the Institute of Education, Dublin City University (DCU) is ensuring that the multimedia resources will be based on solid pedagogical insights in order to facilitate the organisation’s move to online learning.


Public universities in Poland receive fairly limited financial support for creating e-textbooks (interactive online textbooks) and lack the appropriate ICT competences among teaching staff, especially in the case of non-technical universities. The authors propose a pedagogical and technological paradigm for e-textbooks in medical education using open source software with minimal IT skills required. Technologies used to develop e-textbooks are connected with: publication and distribution of e-textbooks, e-book readers, and editing tools. The paper also discusses a survey that targeted students of medical sciences, which focused on their understanding of their educational needs that can be met through new online resources as well as their expectations of how such e-textbooks should be like.


Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion.


Teachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The problems that the teachers faced in the processes of technology integration were mostly related to issues connected with the access to technology and technology proficiency.



The authors aim at testing the performance of a set of machine learning algorithms that could improve the process of data cleaning when building datasets.


The paper is centered on cleaning datasets gathered from publishers and online resources by the use of specific keywords. In this case, we analyzed data from the Web of Science. The accuracy of various forms of automatic classification was tested here in comparison with manual coding in order to determine their usefulness for data collection and cleaning. We assessed the performance of seven supervised classification algorithms (Support Vector Machine (SVM), Scaled Linear Discriminant Analysis, Lasso and elastic-net regularized generalized linear models, Maximum Entropy, Regression Tree, Boosting, and Random Forest) and analyzed two properties: accuracy and recall. We assessed not only each algorithm individually, but also their combinations through a voting scheme. We also tested the performance of these algorithms with different sizes of training data. When assessing the performance of different combinations, we used an indicator of coverage to account for the agreement and disagreement on classification between algorithms.


We found that the performance of the algorithms used vary with the size of the sample for training. However, for the classification exercise in this paper the best performing algorithms were SVM and Boosting. The combination of these two algorithms achieved a high agreement on coverage and was highly accurate. This combination performs well with a small training dataset (10%), which may reduce the manual work needed for classification tasks.

Research limitations

The dataset gathered has significantly more records related to the topic of interest compared to unrelated topics. This may affect the performance of some algorithms, especially in their identification of unrelated papers.

Practical implications

Although the classification achieved by this means is not completely accurate, the amount of manual coding needed can be greatly reduced by using classification algorithms. This can be of great help when the dataset is big. With the help of accuracy, recall, and coverage measures, it is possible to have an estimation of the error involved in this classification, which could open the possibility of incorporating the use of these algorithms in software specifically designed for data cleaning and classification.


We analyzed the performance of seven algorithms and whether combinations of these algorithms improve accuracy in data collection. Use of these algorithms could reduce time needed for manual data cleaning.

Language, 32, pp.29-42. Yang, Dowon, 2009. Der Gemeisame eurooDeche Referenzrahmen und das Koreanische Curruculum, Korean Journal of Teacher Education 25(1), pp.142-156. c) Documents without Authors Council of Europe, 1997. Common European Framework of Reference For Languages: Learning, Teaching, Assessment. Language Policy Unit, Strasbourg. d) Online resources TOPIK. Test of Proficiency in Korean, n.d. About the TOPIK . [online] Available at: < > [Accessed 23January 2016]. The Weely Kyunghyang

.: All solutions to Thomas family of Thue equations over imaginary quadratic number fields, J. Symbolic Comput. 41 (2006), 980-998. [11] HEUBERGER, C.: All solutions to Thomas family of Thue equations over imaginary quadratic number fields. Online resources, 2006, [12] HEUBERGER, C.-PETHŐ, A.-TICHY, R. F.: Thomas family of Thue equations over imaginary quadratic fields, J. Symbolic Comput. 34 (2002), 437-449. [13] KIRSCHENHOFER, P.-LAMPL, C. M.-THUSWALDNER, J.: On a parameterized family of