Comparing the SUPREP model teaching and e-learning paradigm with other tutorial models in third world countries: A web application with traditional campus based and academic exchange program learning integration
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Abstract
INTRODUCTION:
The Syndicated Universities Preparatory Research Educational Program (SUPREP) is an innovative teaching & e-learning method aimed at standardizing science, medicine,
technology, and general education worldwide, especially in third world countries where the facilities are lacking. This educational model introduces a tri-base integration of web based education with full time campus learning and an enforced academic exchange program, creating an ideal paradigm for a 21st century novel teaching and learning model design for third world inclusion in the global standardization of medical, science, technology and general learning curriculum.
OBJECTIVE:
To innovate a learning pathway that will address and close the wide gap of educational and industrial disparity between third world countries & the rest of the world.
METHOD:
30 students were selected for a batch study, divided into three groups of 10 students in each group, namely: SUPREP, Traditional and Distance (IT or mail order) learnings, for a ten year batch progressive survey. The SUPREP model students were strictly mandated to follow the designed tri-base academic learning paradigm to do integrative online classes with full time traditional campus based classroom and laboratory, etc learnings and also attend an overseas academic credit earning exchange program within the specified 4-7 years learning period. This paradigm requires students to earn 60 or more academic credits from the overseas accredited institutions, 10 -20 credits from online learning and 30 -50 credits from their home institutions to aggregate at least, the minimum required 120 semester credit hours needed for a bachelor’s degree. The earned credits were transferred to their home institutions for their graduations.
The other groups were left to their original designs and all were surveyed from 2001 to 2011 on the following: job prospect, research orientation, global acceptability, further education, information technology uptake,etc. Batches of this project are still in progress.
RESULT:The first batch evaluation showed the following outcome measurement based on 100 % score of the post 2001-2011 learning orientative profile.
SUPREP: Job Prospect 100%, Research Education 100%, Global Acceptability 100%,Further Education 100% , IT knowledge 100%.
Traditional : Job Prospect 40%, Research Education 25%, Global Acceptability 10%, Further Education 70%, IT knowledge 20%.
Distance: Job Prospect 45%, Research Education 15%, Global Acceptability 25%, Further Education 45%, IT knowledge 60%.
CONCLUSION:
The SUPREP model teaching & e-learning designed tri-based (web education, home campus learning & full time academic exchange program) paradigm offer its graduates, the brightest opportunities in acquiring the best scientific & technological knowledge, research education, academic credits from the world's best institutions. This opens an excellent global door for their qualifications' acceptability, employments and developments to their countries. It enhances the eradication of illiteracy, poverty, brain drains and also demonstrates that SUPREP model teaching paradigm is superior and more effective than the traditional institution’s & distance learning models in the third world countries especially in west Africa.
The Syndicated Universities Preparatory Research Educational Program (SUPREP) is an innovative teaching & e-learning method aimed at standardizing science, medicine,
technology, and general education worldwide, especially in third world countries where the facilities are lacking. This educational model introduces a tri-base integration of web based education with full time campus learning and an enforced academic exchange program, creating an ideal paradigm for a 21st century novel teaching and learning model design for third world inclusion in the global standardization of medical, science, technology and general learning curriculum.
OBJECTIVE:
To innovate a learning pathway that will address and close the wide gap of educational and industrial disparity between third world countries & the rest of the world.
METHOD:
30 students were selected for a batch study, divided into three groups of 10 students in each group, namely: SUPREP, Traditional and Distance (IT or mail order) learnings, for a ten year batch progressive survey. The SUPREP model students were strictly mandated to follow the designed tri-base academic learning paradigm to do integrative online classes with full time traditional campus based classroom and laboratory, etc learnings and also attend an overseas academic credit earning exchange program within the specified 4-7 years learning period. This paradigm requires students to earn 60 or more academic credits from the overseas accredited institutions, 10 -20 credits from online learning and 30 -50 credits from their home institutions to aggregate at least, the minimum required 120 semester credit hours needed for a bachelor’s degree. The earned credits were transferred to their home institutions for their graduations.
The other groups were left to their original designs and all were surveyed from 2001 to 2011 on the following: job prospect, research orientation, global acceptability, further education, information technology uptake,etc. Batches of this project are still in progress.
RESULT:The first batch evaluation showed the following outcome measurement based on 100 % score of the post 2001-2011 learning orientative profile.
SUPREP: Job Prospect 100%, Research Education 100%, Global Acceptability 100%,Further Education 100% , IT knowledge 100%.
Traditional : Job Prospect 40%, Research Education 25%, Global Acceptability 10%, Further Education 70%, IT knowledge 20%.
Distance: Job Prospect 45%, Research Education 15%, Global Acceptability 25%, Further Education 45%, IT knowledge 60%.
CONCLUSION:
The SUPREP model teaching & e-learning designed tri-based (web education, home campus learning & full time academic exchange program) paradigm offer its graduates, the brightest opportunities in acquiring the best scientific & technological knowledge, research education, academic credits from the world's best institutions. This opens an excellent global door for their qualifications' acceptability, employments and developments to their countries. It enhances the eradication of illiteracy, poverty, brain drains and also demonstrates that SUPREP model teaching paradigm is superior and more effective than the traditional institution’s & distance learning models in the third world countries especially in west Africa.
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