In recent years, we have witnessed an enormous growth in networks and related technologies. Course materials are increasingly published on web servers, and students are encouraged to access these at leisure. Distance learning via the WWW shifted the education paradigm from teacher-centered instruction to user-centered collaborative learning. Systems that allow users to learn collaboratively are...

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The aim of this article is twofold. First, the final results of two research projects, which investigated the impact of Information and Communication Technology (ICT) on primary schools teachers in disadvantaged areas in Brazil (BET k-12) and South Africa (MELISSA), are presented and discussed. Second, the Self-Efficacy construct is proposed as a tool to measure how teachers’ perception of bein...

OBJECTIVE To examine the perceived effect of teaching clinical skills and associated teacher training programmes on general practitioners' morale and clinical practice. DESIGN Qualitative semistructured interview study. SETTING General practices throughout north London. SUBJECTS 30 general practitioners who taught clinical skills were asked about the effect of teaching and teacher trainin...

Students are starting to use networked visual argumentation tools to discuss, debate, and argue with one another about topics presented by a teacher. However, this development gives rise to an emergent issue for teachers: how do they support students during these e-discussions? The ARGUNAUT system aims to provide the teacher (or moderator) with tools that will facilitate effective moderation of...

A key issue in pedagogy is individualization, i.e., adapting the teaching to the needs of various learners. In many cases, however, current e-learning systems have so far focused most on porting existing courses with traditional teaching methods onto the web/virtual environments without any fine-tuning and adaptation to the learner needs, just making non-individualized teaching even more widely...

OBJECTIVE To explore the perceptions and knowledge of school teachers and students about antibiotic use, resistance, and suggestions for practical interventions for the rational use of antibiotics. METHODOLOGY Five focus group discussions (FGDs) with high school students (Class: 9-11) and five with teachers were conducted in two private and three public schools (one teacher and one student FG...