Search

Background: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning. However, with the emergence of numerical grades and textual feedback generated by peers, it is necessary to detect the reliability of the large amount of peer assessment data, and then develop an effective automated grading model to analyse the data and predict learners' learning results. Objectives: The present study aimed to propose an automated grading model with reliability detection. Methods: A total of 109,327 instances of peer assessment from a large‐scale teacher online learning program were tested in the experiments. The reliability detection approach included three steps: recurrent convolutional neural networks (RCNN) was used to detect grade consistency, bidirectional encoder representations from transformers (BERT) was used to detect text originality, and long short‐term memory (LSTM) was used to detect grade‐text consistency. Furthermore, the automated grading was designed with the BERT‐RCNN model. Results and Conclusions: The effectiveness of the automated grading model with reliability detection was shown. For reliability detection, RCNN performed best in detecting grade consistency with an accuracy rate of 0.889, BERT performed best in detecting text originality with an improvement of 4.47% compared to the benchmark model, and LSTM performed best with an accuracy rate of 0.883. Moreover, the automated grading model with reliability detection achieved good performance, with an accuracy rate of 0.89. Compared to the absence of reliability detection, it increased by 12.1%. Implications: The results strongly suggest that the automated grading model with reliability detection for large‐scale peer assessment is effective, with the following implications: (1) The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results. (2) This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. (3) This solution could shift educational institutions from labour‐intensive grading procedures to a more efficient educational assessment pattern, allowing for more investment in supporting instructors and learners to improve the quality of peer feedback. Lay Description: What is already known about this topic: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning.Issues such as disagreement between peer assessors, rough assessment, and plagiarism in large‐scale online learning can decrease peer assessment reliabilityIncorporating extensive data into a training model may result in grading uncertainties. What this paper adds: Detecting the peer assessment reliability before grading is essential in the context of large‐scale online learning.This study aimed to propose and validate an automated grading model with reliability detection for the large‐scale online peer assessment, which will help improve the effectiveness of automated grading, combining the advantages of computer technology and human expertise. Implications for practice and/or policy: The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results.This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]

Background: Inquiry‐based learning is a salient instructional approach to cultivate students' higher order thinking skills (HOTS). With the presence and advancement of new technologies, their usage for inquiry learning in university context is increasingly ubiquitous. However, in most circumstances, college students cannot integrate technologies to their inquiry learning in efficient ways or their abilities to use technologies are not good enough. Previous studies found that intrinsic motivation (IM), peer interaction (PI) and classroom connectedness (CC) were key factors to influence students' approaches to using technologies from the personal, behavioural and environmental perspectives. Objectives: This study investigated the influence of these three essential learning factors (IM, PI and CC) on students' HOTS and the mediate influence of deep approach to using technologies (DAUT) between these learning factors and HOTS in the technology‐enhanced open inquiry‐based learning context. Methods: A questionnaire was administered to 80 university students who had studied with the technology‐enhanced open inquiry‐based learning approach. The partial least squares method was employed to investigate the relationships among learning factors, DAUT and HOTS. Results and Conclusions: Results showed that CC and PI were positively directly related to HOTS. DAUT was a significant mediator between two (i.e., IM and PI) of the three learning factors and HOTS. The findings of the study have practical implications for instructors, indicating that they should pay attention to students' IM and PI in deepening their approach to using technologies as well as to improve students' HOTS in technology‐enhanced open inquiry‐based learning. Lay Description: What Is Already Known About This Topic: Inquiry‐based learning is considered to be a salient instructional approach to cultivate students' higher order thinking skills (HOTS).Technologies usage in inquiry learning is ubiquitous in university context.In most cases, college students are not able to integrate technologies in their inquiry learning in effective ways. What This Paper Adds: This paper proposed a research model that explains and predicts the mediating influence of deep approach to using technologies on the association between learning factors and HOTS in the technology‐enhanced open inquiry‐based learning context.The mediating effect of approaches to using technologies between learning factors and HOTS was identified.Two of the three learning factors (peer interaction and classroom connectedness) had direct effect on HOTS.Deep approaches to using technologies variable significantly mediates two of the three learning factors (peer interaction and intrinsic motivation) and HOTS. Implications for Practice or Policy: Instructors should pay attention to students' intrinsic motivation (IM) and peer interaction in order to deepen their approach to using technologies.Instructors should pay particular attention to peer interaction and classroom connectedness when conducting technology‐enhanced open inquiry‐based learning activities to improve college students' HOTS.Students' interest improvement and IM in using technologies, the integration of technologies and open inquiry‐based learning activities could be discussed and decided by both the instructor and students. [ABSTRACT FROM AUTHOR]

Aim: To design a protocol based on the experiences of long‐term survivors to facilitate resilience for oesophageal cancer patients in rural China. Background: According to the latest Global Cancer Statistics Report, 604,000 new cases of oesophageal cancer were reported, of which over 60% of the disease burden is distributed in China. The incidence of oesophageal cancer in rural China (15.95/100,000) is twice as high as those in urban areas (7.59/100,000). To be sure, resilience can help patients better adapt to post‐cancer life. But universal interventions involving improving the resilience of oesophageal cancer patients have much less been explored, especially for rural patients. Methods: The two‐arm, parallel design, non‐blinded, randomised controlled trial will be implemented in 86 adults diagnosed with oesophageal cancer and will be randomly assigned to the control group or the intervention group via the blocked randomisation. The intervention group will undergo an intervention with one‐on‐one guidance from a nurse while viewing a CD of the experiences of long‐term survivors with oesophageal cancer in rural areas. Every 2 weeks, a theme session will be introduced, and the entire intervention will continue for 12 weeks. Psychosocial variables (resilience, self‐efficacy, coping mode and family support) will be surveyed at baseline, post‐intervention and 3 months after the intervention. The paper complies with the Standard Protocol Items: Recommendations for Intervention Trials 2013 and Consolidated Standards of Reporting Trials guidelines for study protocols adapted for designing and reporting parallel group randomised trials. Conclusion: The intervention programme transitions from hospitalisation to discharge, which includes one‐on‐one interventions by medical personnel and a portable CD describing the experiences of long‐term survivors with rural oesophageal cancer. Once the intervention's effectiveness is proven, this protocol will provide psychological support for massive oesophageal cancer patients. Relevance to clinical practice: The intervention programme may be used as an auxiliary therapy to promote patients' postoperative psychological rehabilitation. This programme has the advantages of being cost‐effective, flexible, accessible, and convenient and can be implemented without the limitation of time, place and clinical medical staff. Trial registration: The Chinese Clinical Trial Registration number is ChiCTR2100050047. Registered on 16 August 2021. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Having a mental illness may undermine men's self‐image as a father while having children may facilitate their recovery.Many fathers who experience mental health issues experience stigma and are reluctant to seek support in their parental role.Most studies in this field focus on fathers from Western countries. What does the paper add to existing knowledge?: Similar to Western fathers, Chinese fathers reported both negative parenting (parenting disengagement, harsh parenting and inconsistent discipline) and positive father–child interactions when ill.Unlike their Western counterparts, Chinese fathers relied on extended family support in their parenting role, though this support was problematic at times. What are the implications for practice?: This research helps mental health nurses understand the experiences of Chinese fathers with mental illness.Findings suggest that specific cultural adaptions to family‐focused interventions are needed for the Chinese context including considering extended family members (e.g. grandparents). Introduction: Parenting roles are important for those with a mental illness. While research on mothers is well established there is scant focus on fathers with mental illness, especially in non‐Anglophone countries. Aim: To better understand the parenting and family experiences of fathers, who have a mental illness, from the People's Republic of China. Method: Qualitative semi‐structured interviews were conducted with nine Chinese fathers with mental illness, using Interpretative Phenomenological Analysis. Results: Seven superordinate themes were identified: (i) mental illness undermines idealized images of fatherhood; (ii) parenting in the context of mental illness; (iii) concerns about the negative impact of their illness on children; (iv) children as a burden and a source of hope; (v) stigma; (vi) relying on family support; and (vii) unmet professional and peer support needs. Discussion: Chinese fathers held a gendered image of fatherhood, and experienced self‐stigma for not living up to their ideal sense of fatherhood, which resulted in a reluctance to seek support. This study adds to the existing literature by focusing on Chinese fathers. Although many of their experiences are similar to fathers from Western countries, some differences were found, notably around a reliance on extended family support. Implications for practice: Nurses and other mental health professionals need to adopt a family‐focused, culturally informed approach to supporting Chinese fathers with mental illness and their families. [ABSTRACT FROM AUTHOR]

In the wake of COVID-19, mental health providers and treatment programs are adapting rapidly to the challenges in engaging people and delivering treatment with limited guidance. This paper will explore the challenges associated with delivering treatment within coordinated specialty care (CSC) programs for people with first episode psychosis. Suggestions for treatment will take into consideration experiences with stress, changes to the pursuit of work and school, and increased time spent with families. Drawing on the experience of several CSC programs in the United States, Israel, and China, we describe the impact and modifications to the core treatment elements in CSC including medication, family interactions, supported employment and education, individual therapy, peer support and the way they are delivered. The paper includes recommendations based on experiences from CSC programs to help staff members, participants, and family members better identify, prepare, cope and respond to the unique new challenges and suggests modifications that can be made during various stages of the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction. Lay Description: What is already known about this topic?: Online teaching can support students' learning in COVID‐19 epidemic.Various determining factors affect students' learning outcomes and satisfaction towards online learning. What this paper adds?: This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.Learner‐instructor interaction has no significant effect. Implications for practice and/or policy: System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19. [ABSTRACT FROM AUTHOR]

Peer education has been extensively incorporated into various inclusion schemes, for purposes ranging from health promotion to participant empowerment. This paper examines the impact of peer education on reducing stigmatization in marginalized populations through an examination of the structure and activities of Rebirth Peer Education, a Chinese anti-drug peer education program. Based on the thematic analysis of organizational documents and interview data collected from RPE's social workers, peer educators, and peer members, this study finds that peer education can actually work to exacerbate the stigmatization and marginalization of people who use drugs (PWUD) through the 'othering' processes encountered in these programs. 'Othering' is a process in which those who are considered different are labelled, dismissed and scapegoated. Consequently, this process also stigmatizes and marginalizes those who are defined as 'others.' In RPE, 'othering' takes place through the organizations' recruitment and promotion processes, which are based on and further reinforce a perception of 'clean,' strong-willed, former PWUD and 'unclean,' weak, current PWUD. The glorification of peer educators further works to 'other' PWUD. The results suggest that peer education has the potential to further, rather than reduce, the stigmatization of PWUD. [ABSTRACT FROM AUTHOR]

This study proposes a moderated mediation model based on deontic justice theory to investigate the impact of unethical peer behavior on employee performance. Data were collected in China through two survey studies, with two measurement points (separated by approximately 3 weeks) in each study. The data in study 1 were obtained from 271 employees of 17 firms, and the data in study 2 were collected from 225 employees of 9 firms. Confirmatory factor analysis was conducted to confirm the factorial validity of the measures employed in the studies. The hypothesized moderated mediation model was tested using hierarchical multiple regression analysis. The results show that employee deontic justice mediates the negative relationship between unethical peer behavior and employee performance, and a stronger ethical climate tends to strengthen this indirect relationship. This study extends previous research by introducing deontic justice theory to explore the unconscious process that relates unethical peer behavior to employee performance. The theoretical and practical implications of this paper are discussed. [ABSTRACT FROM AUTHOR]

The Raising Sexually Healthy Children (RSHC) program is a peer-to-peer leadership training program for immigrant parents in Toronto, Canada. It was established in 1998 with the goal of promoting family sex education and parent–child communication. This evaluative study examined the developmental processes and outcomes of the RSHC program to identify the strengths, challenges and insights that can be used to improve the program. It employed a multi-case study approach to compare the RSHC programs delivered in the Chinese, Portuguese and Tamil communities. Data collection methods included focus groups, individual interviews and document analysis. The cross-case analysis identified both common and unique capacity building processes and outcomes in the three communities. In this paper, we report factors that have enhanced and hindered sustainable capacity building at the individual, group/organizational and community levels, and the strategies used by these communities to address challenges common to immigrant families. We will discuss the ecological and synergetic, but time-consuming processes of capacity building, which contributed to the sustainability of RSHC as an empowering health promotion program for immigrant communities. We conclude the paper by noting the implications of using a capacity building approach to promote family health in ethno-racial-linguistic minority communities. [ABSTRACT FROM AUTHOR]

Objectives: A community level randomised controlled trial of a Community Popular Opinion Leader (C-POL) intervention to reduce bacterial and viral sexually transmitted infections (STIs) and unprotected extramarital sex was carried out over 2 years in five countries. The main study results did not find significant intervention effects. This paper presents a sub-analysis examining the differential intervention impacts among high-risk and low-risk participants in the China site.Methods: From 2002-2006, 3912 migrant market vendors aged 18 and 49 years were recruited at an urban site in China. Markets were randomly assigned to the C-POL intervention (N=20 markets; n=1979) or standard-care control condition (N=20; n=1933). Both study condition venues received HIV/STI education, free condoms, STI testing and treatment, and training for pharmacists in antibiotic treatments. In intervention markets, C-POLs were identified and trained to diffuse messages regarding safer sex, STI treatment and partner discussions of sex. The primary biological outcome was incidence of new STIs (chlamydia, gonorrhoea, syphilis, trichomonas, herpes or HIV). The primary sexual behaviour risk outcome was any unprotected extramarital sex in the prior 3 months.Results: In unadjusted analyses, women had significantly lower rates of STI infection at 24 months in the C-POL intervention (5.7%) compared to controls (8.3%; p = 0.043). In mixed-effects regression models, intervention participants with STIs at previous assessments were about half as likely to have STIs at 24 months (OR 0.47, 95% CI 0.25 to 0.90) compared to controls.Conclusions: The C-POL intervention lowers HIV risk among those at highest risk (i.e., with a STI or engaging in high-risk sexual activities) rather than the general population. [ABSTRACT FROM AUTHOR]