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Nowadays, e-learning and web-based learning are the most integrated new learning methods in schools, colleges, and higher educational institutions. The recent web-search-based learning methodological approach has helped online users (learners) to search for the required topics from the available online resources. The learners extracted knowledge from textual, video, and image formats through web searching. This research analyzes the learner’s significant attention to searching for the required information online and develops a new recommendation system using machine learning (ML) to perform the web searching. The learner’s navigation and eye movements are recorded using sensors. The proposed model automatically analyzes the learners’ interests while performing online searches and the origin of the acquired and learned information. The ML model maps the text and video contents and obtains a better recommendation. The proposed model analyzes and tracks online resource usage and comprises the following steps: information logging, information processing, and word mapping operations. The learner’s knowledge of the captured online resources using the sensors is analyzed to enhance the response time, selectivity, and sensitivity. On average, the learners spent more hours accessing the video and the textual information and fewer hours accessing the images. The percentage of participants addressing the two different subject quizzes, Q1 and Q2, increased when the learners attempted the quiz after the web search; 43.67% of the learners addressed the quiz Q1 before completing the web search, and 75.92% addressed the quiz Q2 after the web search. The average word counts analysis corresponding to text, videos, overlapping text or video, and comprehensive resources indicates that the proposed model can also apply for a continuous multi sessions online search learning environment. The experimental analysis indicates that better measures are obtained for the proposed recommender using sensors and ML compared with other methods in terms of recall, ranking score, and precision. The proposed model achieves a precision of 27% when the recommendation size becomes 100. The root mean square error (RMSE) lies between 8% and 16% when the number of learners < 500, and the maximum value of RMSE is 21% when the number of learners reaches 1500. The proposed recommendation model achieves better results than the state-of-the-art methods.

This study aims to evaluate the usage of Internet resources for COVID-19 information among cancer patients. Specifically, to understand where patients are seeking information, what topics are most frequently searched, and how physicians and web developers can improve clinical conversations and digital resources, respectively, to support cancer patients' needs. From May to June 2021, cancer patients who were attending follow-up at a tertiary cancer center completed a survey consisting of 28 closed and open-ended questions. Quantitative results were evaluated using descriptive statistics and qualitative responses were evaluated using a grounded-theory approach. Fifty-seven surveys were distributed, and fifty-two surveys were received (91% response rate). The majority of respondents (96%) were Internet users. Seventy percent used the Internet as a source of information about COVID-19 and cancer personally, with another 15% reporting that friends and family accessed online information on their behalf. The vast majority used Google as their choice of search engine, with COVID-19 rates and vaccine information being the most frequently searched topics. Three quarters (74%) considered Internet information easy to understand, and 90% stated that the Internet increased their understanding of COVID-19 and cancer. Only 15% of patients had been recommended online resource(s) by a physician, yet 100% of those patients found the physician-recommended sites useful. Most cancer patients use the Internet to search for COVID-19 information. Healthcare professionals (HCPs) should help guide patients towards credible online sources and address knowledge gaps to improve physician-patient communication and support educational needs.

Introduction: The coronavirus disease 2019 pandemic disrupted the current practices for teaching and learning in medical and health professions education, creating challenges and opportunities for rapid transition. The authors describe how McMaster University's Program for Faculty Development (MacPFD) responded to this disruption by engaging in a digital transformation. Methods: The digital transformation process of MacPFD was mapped to the conceptual framework of digital transformation: Vial's building blocks of the framework. A new website was launched to host and disseminate the content. Subsequently, both the website and the content were promoted using social media tools. Content generation, Google Analytics, event registrations, and Zoom webinar attendance records were data sources for the results. Analysis of the data was based on the reach component of the RE-AIM framework. Results: Six-month data range results were reported as producer-centered and user-centered outcomes. The former consisted of 54 resources from diverse content authors, whereas the latter received 33,045 page views from 26,031 unique users from 89 countries. Live webinar events had 1484 registrants, with 312 (21%) being guests from external institutions. Before the coronavirus disease 2019 disruption, MacPFD was a local program to support its faculty. Discussion: The MacPFD's digital transformation shows a clear transition to a new glocal approach: an expanded global reach while still tending to our local development needs of the home institution's faculty members.

There is a lack of resources available to support transition into the first year of UK medical schools. Due to COVID-19 and the possibility that students have lost learning, it is argued that there is a demand for free, accessible curated materials. These can reinforce confidence in expected core topics, mitigate differences in student knowledge and provide a head start in new concepts prior to entry — particularly important in the transition to a virtual learning environment. During lockdowns, this may lessen the effect of lost learning and can be assembled by medical students pitching appropriate content and encouraging near-peer support.

In the last decades, brain modeling has been established as a fundamental tool for understanding neural mechanisms and information processing in individual cells and circuits at different scales of observation. Building data-driven brain models requires the availability of experimental data and analysis tools as well as neural simulation environments and, often, large scale computing facilities. All these components are rarely found in a comprehensive framework and usually require ad hoc programming. To address this, we developed the EBRAINS Hodgkin-Huxley Neuron Builder (HHNB), a web resource for building single cell neural models via the extraction of activity features from electrophysiological traces, the optimization of the model parameters via a genetic algorithm executed on high performance computing facilities and the simulation of the optimized model in an interactive framework. Thanks to its inherent characteristics, the HHNB facilitates the data-driven model building workflow and its reproducibility, hence fostering a collaborative approach to brain modeling.

Challenging behavior is one of the top reasons teachers leave the field and is associated with students experiencing high rates of suspension, academic failure, school dropout, and interactions with the juvenile justice system. Therefore, it is imperative for educators to use evidence-based practices that reduce challenging behavior and improve academic engagement. In order for educators to adopt and maintain evidence-based practices, evidence-based practices and the resources used to support them need to be socially valid (e.g., positively perceived by stakeholders). The first study in this dissertation evaluated the effectiveness and social validity of an app-based token economy system for six adults with disabilities using a multiple baseline across participants design. Results indicate that the app-based token economy increased engagement with non-preferred tasks; however, instructors had mixed reviews on the feasibility of the app. The second study evaluated 168 pre-service teachers’ perceptions of using three research-based websites to learn more about self-monitoring. Results suggest that participants increased their knowledge of self-monitoring after visiting the websites and found the websites helpful. Participants also provided suggestions for improving the website, such as providing more videos, real-world examples, and interactive activities. The third study is a systematic literature review that evaluated the social validity of Tier 2 and Tier 3 practices within the positive behavior interventions and supports literature. Results from our review of 48 experimental studies indicate that educators have generally high perceptions of Tier 2 and Tier 3 practices and find several specific practices (e.g., Check-In/Check-Out, function-based interventions) feasible and effective.

In responding to Covid‐19 anatomists have succeeded in adapting their teaching to online delivery. However, long‐term reliance on this mode of teaching raises the prospect that transferring the whole of the learning environment to an impersonal digital world will lead to loss of anatomy’s humanistic side. In looking to a future increasingly dependent upon digital input to teaching, a number of roadblocks are identified. These are: the peril of abandoning the ethos of anatomy; for the workload of staff and especially for female academic staff; by a lack of adequate resources; to the research nature of departments, including the quality of research; to the position of anatomy in the biomedical sciences; and from pressures to retreat from a dissection‐based education. In tracing a future trajectory for anatomy, issues outlined are the inevitability of change, the need for anatomy to market itself to the world, and the opportunities presented for anatomy to view itself increasingly as a contributor to broad scholastic endeavors. Suggestions include exploring the possibilities presented by virtual anatomy museums, the use of online learning to reach those not normally in touch with anatomy teaching, and exploring the integrated courses with humanities disciplines. It is concluded that anatomy will flourish if there is a willingness to expand the traditional horizons and be prepared to integrate all that is best in the person‐to‐person and digital worlds.

WOS: 000500060400001, Hydrogen can be considered as the most promising fuel towards the greenization. Developed and developing countries around the world have formed their research, investments and directives on hydrogen. The leading countries in this field can be cited as members of the European Union and the United States. Laws and regulations have been shared with the public under the aegis of the established policies. Additionally, determined targets for the short, medium and long term and their feedbacks are recorded by the reports of the competent authorities. Although the Republic of Turkey was aware of the importance of the issue, though there is no open source inventory as disclosed. In Turkey, governmental organization, General Directorate of Energy Affairs (YEGM), and foundations, such as the National Hydrogen Association (NHA), have been encouraging and supporting multidisciplinary studies and activities within the country and internationally. In this study, it is aimed to provide numerical analyses from 1970 to the present by considering hydrogen energy. Related information and data were compiled from online resources on scholarly publications, organizations, groups, books and book chapters, master and doctorate theses, patents received and completed projects. It is also aimed to create a unique information source to refer with respect to planning and activities.

In recent years, online media have offered to trans people helpful resources to create new political, cultural and personal representations of their biographies. However, the role of these media in the construction of their social and personal identities has seldom been addressed. Drawing on the theoretical standpoint of positioning theory and diatextual discourse analysis, this paper discusses the results of a research project about weblogs created by Italian trans women. In particular, the aim of this study was to describe the ways online resources are used to express different definitions and interpretation of transgenderism, transsexuality and gender transitioning. We identified four main positioning strategies: “Transgender”, “Transsexual before being a woman”, “A woman who was born male” and “Just a normal woman”. We conclude with the political implications of the pluralization of narratives about gender non-conformity. Specifically, we will highlight how aspects of neoliberal discourses have been appropriated and rearticulated in the construction of gendered subjectivities.

The relevance and use of Social Networks (SN) in people's daily lives make them outstanding elements as valid and supportive online resources for education and training processes. Within these SN, the case of microblogging (specifically Twitter) is a potential ally to promote communication, debate, and access to information and documentation for both students and teachers. In this paper, we conduct an in-depth review of the related literature, where we analyze the scientific articles that have addressed the use of microblogging in connection with educational and training activities. The results obtained show that together with a series of benefits of the integrated use of this resource in the educational field, other possible benefits in the field of the development of meta-skills, the improvement of the motivation of the participants together with greater participation and a reflective and critical spirit are also evident., La relevancia y el uso de las Redes Sociales (RRSS) en la vida cotidiana de las personas las convierte en elementos destacados como recursos en línea válidos y de apoyo para los procesos educativos y formativos. Dentro de estas RRSS, el caso de las de microblogging, (en concreto Twitter) se erigen como un potencial aliado para favorecer la comunicación, el debate y el acceso a información y documentación tanto para el alumnado como para los docentes. En este trabajo se lleva a cabo una profunda revisión de la literatura relacionada donde son analizados los trabajos científicos que han abordados el uso del Microblogging de manera conectada con actividades educativas y de formación. De los resultados obtenidos se evidencia que, junto a una serie de bondades sobre el uso integrado de este recurso en el ámbito educativo, se desprenden además otros posibles beneficios en el ámbito del desarrollo de metahabilidades, la mejora de la motivación de los participantes junto con una mayor participación y espíritu reflexivo y crítico.

Copywriting is a relatively young text-making industry, which is becoming important with the development of the Global Network. Despite the great popularity and high economic efficiency, it has not acquired the systemic scientific coverage. Meanwhile, the scientific approach, the development of a proper conceptual apparatus, weighty methodological recommendations and generalizations are of necessity.Based on the existing scientific discourse, practical experience of copywriters, numerous texts presented in blogs of reputable content studios and advertising agencies, the authors come to a definite opinion and the concrete conclusions, stated in this paper.Modern media practice is inextricably linked with the content creation and SEO promotion. Journalists, PR-specialists, ordinary owners of online resources are daily faced with the problem of filling sites, their optimization for search engines and promotion. The Ukrainian and Russian segments of the Internet are filled with resources, the content of which duplicates each other, because it created using copy-paste technology. This situation contradicts the current legislation of Ukraine, violates ethical standards and reduces the effectiveness of online texts. The development of a comprehensive scientific and methodological framework will reduce the negative situation and will be useful for practicing copywriters. The activity should go beyond the limits of purely practical activities and acquire its scientific understanding.It uses the separation of the process of creating content for copywriting, rewriting, scanning, translation from other languages, copy-paste, synonymizing. According to the authors, such an approach is optimal for the current state of this activity. From the presented list, attention is focused on copywriting as the most promising technology for creating texts for websites. All types of copywriting available in UA and Runet (image, SEO, LSI-copywriting, SMM and writing texts that sell) are analyzed, and the main requirements for each of them are highlighted.

Demand for building competencies in implementation research (IR) outstrips supply of training programs, calling for a paradigm shift. We used a bootstrap approach to leverage external resources and create IR capacity through a novel 2-day training for faculty scientists across the four Texas Clinical & Translational Science Awards (CTSAs). The Workshop combined internal and external expertise, targeted nationally established IR competencies, incorporated new National Institutes of Health/National Cancer Institute OpenAccess online resources, employed well-known adult education principles, and measured impact. CTSA leader buy-in was reflected in financial support. Evaluation showed increased self-reported IR competency; statewide initiatives expanded. The project demonstrated that, even with limited onsite expertise, it was possible to bootstrap resources and build IR capacity de novo in the CTSA community.

Fundació Institut Confuci de Barcelona (Ref. A15); Departament de Traducció, d'Interpretació i d'Estudis de l'Àsia Oriental Nowadays the use of technologies is deeply embedded in the teaching and learning of foreign languages. Therefore, students and teachers are compelled to continuously update their digital skills. The need for online teaching has been spurred by the COVID pandemics, thus posing new challenges in this regard. One of the main difficulties when looking for online tools is the vast amount and disparity of resources available to both teachers and students, who often feel overwhelmed due to the lack of time or assessment criteria. Thus, the potential of existing resources is not fully exploited. In this context, we aim at developing an online open access database of digital resources for TCFL, which includes a collection of metadata to satisfy different user profiles and needs. The database has been designed through a dialogical process among all team members. Additionally, all resources are thoroughly analyzed by a minimum of two researchers to guarantee consistency and quality. The resulting product is a multilingual and dynamic site, useful for both teachers and learners who, in turn, will be able to enrich it through different types of feedback. We will present this project and the database's main features and possibilities.

On 14th September 2021 it will be 700 years since Dante Alighieri’s death, and seven centuries later the fascination with his figure and his work has not ceased to grow. Thanks to the various projects and activities that have been arising to celebrate the centenary, the presence of the Florentine poet and his work has strongly intensified this year. In addition to the already numerous online resources devoted to the study of Dante’s work, a large quantity of conference sessions, symposiums, lecturae dantis, dissemination proposals and other activities, some of them at international level, are taking place on the occasion of the seventh centenary. This article reviews some of the resources about Dante Alighieri that are available online and that stand out because of their usefulness, wide scope, and originality. El 14 de septiembre de 2021 se habrán cumplido 700 años desde la muerte de Dante Alighieri y, siete siglos después, la fascinación por su figura y su obra sigue creciendo. Debido a los diversos proyectos y actividades que han surgido en torno a la celebración del centenario, a lo largo de este año la presencia online del divino poeta y su obra se ha multiplicado. Así, a los ya abundantes recursos en línea dedicados al estudio de la obra dantesca de los que disponíamos se han sumado numerosos ciclos de conferencias, congresos, lecturae dantis, propuestas divulgativas y demás actividades de acceso online —de carácter internacional en muchos casos— realizadas en el marco del centenario. En el presente artículo haremos un repaso por algunos de los recursos sobre Dante disponibles en la red que destacan por su utilidad, amplio alcance y originalidad.

This paper presents the results of an empirical study aimed at analyzing the use of educational opportunities of the Internet by Russian secondary school pupils. The study involved 582 participants (aged 11-16 years), all of them were pupils of 5th-9th school grades. The research questions were focused on the prevalent forms of online educational activity and the sources of information about educational online resources among secondary school pupils, as well as on correlations between the use of the Internet for educational purposes and the academic achievement. The results show that Russian secondary school pupils consider the Internet primarily as a tool for communication, entertainment and recreation. In educational context, they apply the Internet mainly to search for additional information using common engines such as Google and Yandex. Pupils do not get enough information about online educational resources from teachers and parents, so they prefer those educational online resources that they have found on their own. Higher academic achievements are associated with using wide variety of educational opportunities of the Internet and high degree of pupils’ independence in choosing educational online recourses. According to empirical results the authors suppose that the main goals related to developing the educational potential of the Internet use in secondary school are both developing the subjectness of pupils as Internet users and strengthening the authority of teachers and parents as agents of adolescents’ digital socialization.

Background Given an increased global prevalence of complementary and alternative medicine (CAM) use, healthcare providers commonly seek CAM-related health information online. Numerous online resources containing CAM-specific information exist, many of which are readily available/accessible, containing information shareable with their patients. To the authors’ knowledge, no study has summarized nor assessed the quality of content contained within these online resources for at least a decade, specifically pertaining to information about adverse effects or interactions. Methods This study provides summaries of web-based online resources that provide safety information on potential interactions or adverse effects of CAM. Specifically, clinicians are the intended users of these online resources containing patient information which they can then disseminate to their patients. All online resources were assessed for content quality using the validated rating tool, DISCERN. Results Of 21 articles identified in our previously published scoping review, 23 online resources were eligible. DISCERN assessments suggests that online resources containing CAM-specific information vary in quality. Summed DISCERN scores had a mean of 56.13 (SD = 10.25) out of 75. Online resources with the highest total DISCERN scores across all questions included Micromedex (68.50), Merck Manual (67.50) and Drugs.com (66.50). Online resources with the lowest total scores included Drug Information (33.00), Caremark Drug Interactions (42.50) and HIV Drug Interactions (43.00). The DISCERN questions that received the highest mean score across all online resources referred to whether the risks were described for each treatment (4.66), whether the aims were clear (4.58), whether the source achieved those aims (4.58), and whether the website referred to areas of uncertainty (4.58). The DISCERN questions that received the lowest mean score across all online resources assessed whether there was discussion about no treatment being used (1.29) and how treatment choices would affect quality of life (2.00). Conclusion This study provides a comprehensive list of online resources containing CAM-specific information. Informed by the appraisal of these resources, this study provides a summarized list of high quality, evidence-based, online resources about CAM and CAM-related adverse effects. This list of recommended resources can thereby serve as a useful reference for clinicians, researchers, and patients.

[ES] Muchas veces nos hemos podido preguntar si de verdad los recursos multimedia que empleamos en nuestras asignaturas son los más adecuados. Recursos que implican una importante labor de preparación por parte del profesorado. Pero ¿de verdad cumplen, o alcanzan, lo que se persigue?, ¿son utilizados?, o ¿implican más problemas, que soluciones?, pueden ser algunas de las preguntas que nos podemos hacer una vez terminada la tarea. En la asignatura «Fotografía y Documentación Aplicada al Estudio de los Bienes Culturales» de tercero de Grado en Conservación y Restauración de Bienes Culturales (Facultad de Bellas Artes, Universitat Politècnica de València), hemos decidido hacer una rápida prueba de control para poder determinar algunas variables que pueden ayudar a trabajar mejor estos contenidos. En esta asignatura se ha tenido la oportunidad de trabajar de forma paralela con dos grupos de alumnos/as a los que se les ha facilitado una batería de recursos online diferentes. A través de una encuesta a ambos grupos se ha recogido el uso y la valoración que hacían de los recursos multimedia disponibles para el apoyo al aprendizaje de las herramientas informáticas necesarias para el desarrollo de los ejercicios y tareas asignadas en la asignatura., [EN] We have asked ourselves many times if the multimedia resources that we use in our subjects are really the most appropriate. Resources that entail an important preparation work on the part of the teaching staff. But, do they really fulfill or achieve what is being pursued? Are they used or involve more problems than solutions? These may be some of the questions we can ask ourselves once the task is done. In the third year subject "Photography and documentation applied to the study of cultural heritage" of the Bachelor's Degree in Conservation and Restoration of Cultural Heritage from the Faculty of Fine Arts of the Universitat Politècnica de València, we have decided to do a quick control test in order to determine some variables which can help to work better these contents. In this subject, we have the opportunity to work in parallel with two groups of students who have been provided with a battery of different online resources. Through a survey of both groups, the use and assessment they made of the available multimedia resources has been collected i order to support the learning of the computer tools needed for the development of the exercises and tasks assigned in this subject.

Objective Digital images might contribute to stigma associated with mental disorders. The aim of this study was to investigate whether these images accurately represent pediatric mental disorders, as well as to explore specific image-related factors that influence perception. Methods Four hundred pictures were retrieved from three stock photograph websites (‘Shutterstock’, ‘iStock’ and ‘Adobe’) and ‘Google Images’ for mental disorders (ADHD, ASD, and depression) and somatic diseases (asthma, diabetes, and influenza) in childhood. Each picture was scored for gender, age, and emotional load. Data was compared against data from epidemiological studies. Ordinal regression was used to predict emotional load from image-related factors. Results There was a significant difference in gender representation of ADHD, ASD, depression, diabetes, and influenza. With respect to age, models were significantly younger in pictures of depression but older in pictures of influenza. Pictures of ASD, asthma and diabetes were mostly positive; however, images for ADHD, depression and influenza carried more negative connotations. For mental disorders, a more positive emotional load was associated with images of young and/or male models. iStock gave more positive images. Conclusions Digital images available in stock databases do not accurately represent pediatric mental and somatic disease. For mental disorders, image-related factors (including age, gender and emotional load) may influence societal perception., Psychology; Clinical psychology; Digital media; Disease representation; Online resources; Pediatric mental disease; Stigmatization

Since Generation Z students have grown up around WIFI-laptops, video game, etc. they expect technology to be involved in teaching approaches, however students' perception towards e-learning tools indicate that 80% of students (∼180 students) prefer a face-to-face approach., (undefined)

This paper reports on a range of active learning and online strategies that were introduced into an introductory accounting module. Up until recently the traditional lecture format, where students sit passively and the lecturer delivers the lecture, has been the dominant format in higher education. However, research has shown that formats which provide students with a more active and engaged learning environment result in deeper learning The active learning strategies discussed in this paper were based around an "Active Learning Exercise" where students worked in a cooperative group environment. Before, during and after the "Active Learning Exercise" an additional range of activities and online resources were made available to the students. These additional activities, which promote independent and lifelong learning, include the use of interactive material and cooperative in-class exercises. The additional range of online material included the use of apps, self-test quizzes and video tutorials. The findings indicate that the use of the active learning and online strategies discussed in this paper promoted a supportive classroom environment by increasing student interest and engagement. Both the active learning and online strategies helped create a positive impression on students regarding the quality of teaching.

Изучение применения обучающих онлайн-ресурсов в образовательной среде является одной из актуальнейших проблем современного образования. В статье рассматривается формирование лексических навыков обучающихся 5 классов посредством использования платформы Kahoot на уроках английского языка. Исследование проведено на примере обучающей платформы Kahoot на уроках английского языка в 5 «А» классе МОБУ «НПСОШ № 2». Развитие цифровых технологий нашло свое отражение в обучении с интеграцией обучающих онлайн-ресурсов в образовательную среду. С теми возможностями, которые предоставляет Интернет, стало неизбежным его использование и в системе образования. С широким использованием смартфонов и доступом в Интернет в любое время суток, в любом месте можно обеспечить обучающимся и учителям возможность развиваться всесторонне., The development of digital technologies is reflected in training with the integration of online learning resources into the educational environment. The development of technology in recent years has made possible changes in the learning process. With the opportunities provided by the Internet, it has become inevitable to use it in the education system. With the extensive use of smartphones and the Internet access at any time of the day, anywhere you can ensure that students and teachers develop comprehensively. The article is dedicated to the introduction of online learning resources in the educational environment in secondary schools in Yakutsk. The study was conducted on the example of the Kahoot learning platform at English lesson in grade 5A of Secondary School No. 2. The article examines the formation of lexical skills of students in the 5th grade using the Kahoot platform in the English lesson.

Background While diabetic foot ulcers (DFU) are a common complication of diabetes, little is known about the content and readability of online patient education materials (PEM) for DFU. The recommended reading grade level for these materials is grades 6-8. Objective The aim of this paper was to evaluate the quality and readability of online PEM on DFU. Methods A Google search was performed using 4 different search terms related to DFU. Two readability formulas were used to assess the readability of the included PEM. These included the Flesch-Kincaid grade level and the Flesch-Reading ease score. The DISCERN tool was used to determine quality and reliability. Results A total of 41 online PEM were included. The average Flesch-Reading ease score for all PEM was 63.43 (SD 14.21), indicating a standard difficulty level of reading. The average reading grade level was 7.85 (SD 2.38), which is higher than the recommended reading level for PEM. The mean DISCERN score was 45.66 (SD 3.34), and 27% (11/41) of the articles had DISCERN scores of less than 39, corresponding to poor or very poor quality. Conclusions The majority of online PEM on DFU are written above the recommended reading levels and have significant deficiencies in quality and reliability. Clinicians and patients should be aware of the shortcomings of these resources and consider the impact they may have on patients’ self-management.

Introduction. Student engagement with both face-to-face and online sessions is becoming increasingly important as a metric of teaching success. Understanding engagement needs to move beyond positioning the student as a generic learner and explore the variations in person and context that will enable a transformative approach to blended learning arrangements. This article investigates physical therapy students' perceptions regarding resources they choose to engage with to support their learning. Methods. One hundred and fifteen (59% female); average age 21.7 years; 7.8% international students in the Bachelor of Physiotherapy and Master of Physiotherapy programs at the University of South Australia. A questionnaire with open-ended questions was administered in class and provided data on students' preferences and perceptions regarding resources that support their learning. Students' attendance, online resource usage, and grade point average were collected and used to explore themes emerging from the data. Results. Students with higher grades described their own behaviors that assisted their learning while students with lower grades focused on external barriers that limited their learning. Participants chose to attend class because this enabled them to ask questions, access explanations and demonstrations, increase concentration, pick up nonverbal communication, and access teacher support. Participants chose to use online activities because this supported them to work at their own pace, or at an optimal time, or concentrate more. Discussion. Participants reported making choices based on perceptions that a particular behavior would contribute to the immediate process of learning or assessment outcomes, rather than long-term goals such as being able to provide the best patient care. Classroom delivery is successful for students who attribute social interaction as a key aspect to their effective learning while online delivery formats meet the needs of students who engage better in private contexts. Conclusion. Engagement success may increase if face-to-face sessions have flexible access, while online activities include opportunities for interaction and support. Refereed/Peer-reviewed

La calidad de los recursos online para padres que permiten acceder al conocimiento en abierto apenas ha recibido atención a pesar de su incremento. Este estudio analiza la calidad tanto ética como de contenido de dichos recursos. Los criterios éticos están basados en los de «Salud en la Red» (HON), mientras que los de contenido se basan en los principios de la Parentalidad Positiva y la efectividad de los materiales de aprendizaje usados. Los criterios se aplicaron a una muestra de webs internacionales (n=100) para padres y madres hispanohablantes. Los análisis de Chi-cuadrado mostraron que los sitios web españoles, de empresas oficiales e informativos obtuvieron una calificación más alta en los criterios éticos que los recursos de Sudamérica, de padres e interactivos, en privacidad, autoridad, justificabilidad e información financiera. El Análisis Jerárquico de Clúster aplicado a los criterios de contenido mostró que los sitios web de alta calidad, a diferencia de los de baja calidad, valoraban la igualdad de género, un rol parental positivo, modelaban una variedad de prácticas parentales, contenidos educativos con formatos multimedia y proporcionaban experiencias, información académica y técnicas. La privacidad, la información financiera, y la justificabilidad eran más característicos de los clúster con contenidos de Alta y Media calidad. En conclusión, el estudio ilustra algunos de los retos del conocimiento en abierto y define las áreas prioritarias para la mejora de la calidad para los diseñadores de webs y para los profesionales que quieran ayudar a los padres a desarrollar habilidades para buscar fuentes confiables, The quality of the online resources for parents offering access to open knowledge has hardly received attention despite their increasing number. This paper provides a framework to examine the ethical and content quality of parenting resources. The ethical criteria were based on “the Health on the Net” (HON) framework whereas the content criteria were based on the Positive Parenting framework and the effectiveness of the learning materials used. The criteria were applied to a survey of international websites (n=100) for Spanish-speaking parents. Chi-square analyses showed that websites from Spain, official companies sites and information sites, as compared to South American, parents’ and interactive sites, scored higher in the ethical criteria of privacy, authority, justifiability and financial disclosure. Hierarchical cluster analysis applied to content criteria showed that the High quality websites, unlike the Low quality ones, valued gender equality, a positive parental role, modeled a variety of parenting practices, educational contents with multimedia formats, and made use of experiential, academic and technical information. Privacy, financial disclosure and justifiability were more likely to be found in the High and Medium quality content clusters. In conclusion, the study illustrates some of the challenges of open knowledge and sets out the priority areas for quality improvement for website designers and for professionals who want to help parents develop effective skills for searching for trustworthy sources

Internet-resourced health information becomes increasingly common amongst parents before doctor consultation. This study aimed to explore the demographics of online health information-seeking parents and the type of information on children’s healthcare needs and the relationship between the demographics and the online sources. A cross-sectional study was conducted at two Primary Health Centers (PHC) in Jakarta. The respondents were parents of acutely ill children seeking online health information before visiting PHC. A validated questionnaire was distributed to the respondents. Parents’ demographics and type of information were analyzed descriptively. The relationship between the demographics and the information source was tested using the Chi-Square test. 478 respondents were participating in this study where most of the respondents were mothers (75.1%), aged 26-35 years (57.7%), and had 1-2 children (70.7%). Most of them were high-school graduates (64.9%) and unemployed (49.6%). Google (61.5%) was predominantly the most frequently used digital media, followed by websites run by doctors (21.9%). The most sought information included illness causes, transmission probability, treatment, and medicines’ side effects. There was no significant relationship between any demographics and the types of online sources. In conclusion, illness-related basic information is used by most parents to be informed before seeing doctors. The link between parents’ characteristics and the selection of digital media could not be determined.

Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning. The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students. Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones. Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy. Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.

Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

We live in an unprecedented time, the covid19 outbreak has paralyzed the world including medical students. They remain in quarantine in the hope that the pandemic will end. The Latin America countries are particularly affected by their lack of resources and the time when medical students return to the universities is lengthening. Meanwhile the use of online platforms to resume the classes and the variety of online courses to complement the learning seems promising and should be more widely disseminated.

Collaborative learning has been widely applied in education, and has been seen as conducive to student learning. The advent of technology and its applications in education have also greatly enhanced the classroom learning environment, leading to increasing research attention on the combination of technology and collaboration. The case study discussed in this article explores collaborating learners’ patterns of interaction in an Internet-enhanced, face-to-face collaborative setting by investigating learners’ interactions with peers and online resources. Four graduate-level ESL learners (three Taiwanese and one Japanese) worked in pairs to write an essay with the support of online resources. The construct of high quality collaboration was used to examine learners’ interaction patterns. Three distinctive scaffolding patterns among learners and online resources were identified: (1) peer-to-peer scaffolding, (2) multi-directional scaffolding, and (3) individual scaffolding. The findings suggest that online resources can facilitate critical scaffolding in learners’ interaction and knowledge construction, which also encourages collaborative learner autonomy. The proficiency gap between collaborating learners was also observed to be alleviated through the support of online resources for the less proficient peers. This study sheds light on the role online resources can play in collaborative language learning. Accepted version

Background: Internet is the world's largest network of information and communication services. The internet is widely used in medicine and had a significant impact on research, training, and patient care. Objectives: (1) To assess internet use to obtain health information for patient care among physicians of a medical college hospital. (2) To investigate the utilization of the internet during their daily practice and to know the reasons for its use and nonuse. Materials and Methods: A hospital-based cross-sectional study was conducted for a period of 2 months of May and June 2015 in a Medical College Hospital of Eastern India. A convenient sample of 200 physicians was included in the study. Data regarding access of internet in workplace, time spent on the internet for medical and nonmedical purposes, opinions regarding use of the internet to update medical knowledge, obstacles that affect its use, etc., were collected. The data were analyzed using SPSS software version 20. Results: It was seen that 47% doctors use laptop for accessing internet, followed by mobiles (34%). E-mail was the main purpose (41%) of internet use, followed by research (32.5%). Majority told that e-mail was the main purpose of last internet use (46.5%), followed by browsing medical resources (23%), research (15.5%), and patient care (12.5%). 97.5% agreed that they had ever browsed internet for patient care and 85.5% doctors agreed that they had obtained relevant information. 26.5% told that they need training for accessing free full-text electronic journals and 25% need training to access the sources for best clinical evidence for patient care. Other training needs were literature search (18%), downloading textbooks and other resources (15.5%), and searching internet sites for medical information (10%). Conclusion: Providing training for improvement of searching skills for obtaining up-to-date medical information, and evidence-based medicine from internet will improve their practice of medicine.

В статье рассматриваются возможности использования разнообразных информационно-коммуникационных технологий для развития навыков эффективного аудирования у студентов в процессе обучения иностранному языку. Применение таких технологий является мотивирующим фактором для изучающих иностранный язык, поскольку студенты могут заниматься языковой практикой не только в учебной аудитории, но и за её пределами. Автор анализирует некоторые из наиболее распространённых и популярных среди преподавателей и студентов англоязычных ресурсов информационно-коммуникационных технологий.

Mapping Asia Plants (MAP) is a comprehensive project that aims to build a detailed infrastructure for integrating Asian plant distribution data a global-scale array of knowledge for plant biodiversity conservation. Here, we provide a brief historical review of botanical research in Southwest Asia – an understudied botanical region with high conservation priority. Nineteen countries were included in this study (from west to east): Turkey, Cyprus, Palestine, Israel, Jordan, Saudi Arabia, Lebanon, Syria, Iraq, Georgia, Yemen, Armenia, Iran, Azerbaijan, Kuwait, Bahrain, Qatar, United Arab Emirates, and Oman. We reviewed 132 resources comprising 125 Floras and Checklists, of which we describe in some detail at least one of the most important Floras or Checklists for each country. Complete and published national Floras exist for 13 countries; three countries (Jordan, Israel and Bahrain) do not have a Flora but have annotated Checklists, and national Floras are at different stages of completion for Iran, Iraq and Georgia. Where present, online resources are also given for references. We found major gaps in species concepts and taxonomic classification systems, and that many up-to-date Flora revisions remained unresolved, i.e. taxon ranks and species concepts varied among different countries, different systems were adopted or followed in the taxonomic treatments in the Floras and Checklists, and some of the current Floras are out of date. Floras are the first necessary step for many fields, including evolutionary biology, ecology, biogeography, and systematics, as well as environmental research and conservation of biodiversity at national and international levels. Here, we provide the progress updates on the main published floristic works of Southwest Asia, which continue to serve as references for the Flora of Southwest Asia, and will be the foundation of the MAP project.

In today&rsquo, s digitalized world, most parents are Internet-savvy and use online sources for child health information, mainly due to the 24/7 availability of advice. However, parents are often not specifically trained to identify reliable, evidence-based sources of information. In this cross-sectional online survey among a purposive, non-probabilistic sample of Austrian parents (n = 90, 81.1% females), we assessed aspects of health app use and family policy benefits-related and scenario-based Internet seeking behavior. We found that the surveyed parents showed a high health app use. The participants indicated that they prefer online information seeking to any other option in a scenario describing that their child would be sick at after-work hours, with social media channels being the least preferred source of online information. Mothers and younger parents were more likely to retrieve online information on family policy benefits. With the smartphone in everybody&rsquo, s pocket, parents seemed to rely on mobile and online content when searching for child health information. Pediatricians are best suited to decide what treatment fits the child or their current medical condition, but nowadays they face increasing numbers of pre-informed parents seeking health information online. Provision of targeted parental education and guidance through the online information jungle could effectively empower parents and smooth personal and digital contacts in the delicate doctor&ndash, parent&ndash, child triangle.

Our society is nowadays evolving towards a digital era, due to the extensive use of computer technologies and their interconnection mechanisms, i.e., social networks, Internet resources, IoT services, etc. This way, new threats and vulnerabilities appear. Therefore, there is an urgent necessity of training students in the topic of cybersecurity, in which practical skills have to be acquired. In distance education, the inclusion of on-line resources for hands-on activities in its curricula is a key step in meeting that need. This work presents several contributions. First, the fundamentals of a virtual remote laboratory hosted in the cloud are detailed. This laboratory is a step forward since the laboratory combines both virtualization and cloud paradigms to dynamically create emulated environments. Second, this laboratory has also been integrated into the practical curricula of a cybersecurity subject, as an additional on-line resource. Third, the students&rsquo, traceability, in terms of their interactions with the laboratory, is also analyzed. Psychological TAM/UTAUT factors (perceived usefulness, estimated effort, social influence, attitude, ease of access) that may affect the intention of using the laboratory are analyzed. Fourth, the degree of satisfaction is analyzed with a great impact, since the mean values of these factors are most of them higher than 4 points out of 5. In addition to this, the students&rsquo, acceptance of the presented technology is exhaustively studied. Two structural equation models have been hypothesized and validated. Finally, the acceptance of the technology can be concluded as very good in order to be used in @? other Engineering contexts. In this sense, the calculated statistical values for the improved proposed model are within the expected ranges of reliability (X2 = 0.6, X2/DF = 0.3, GFI = 0.985, CIF = 0.985, RMSEA = 0) by considering the literature.

Introduction Our aim was to examine the internet health seeking behaviour of parents attending a general paediatric outpatient clinic. For this purpose, the proportion of parents going online to obtain child health information, the most commonly used online resources, and factors having an influence on internet usage were identified. Methods This cross-sectional observational study was conducted at a general paediatric outpatient clinic in Vienna, Austria. Data collection was done by means of an anonymous questionnaire containing 14 items. A total number of 500 questionnaires were collected. Results Among parents visiting the outpatient clinic, 94.4% use the internet to obtain child health information in general and 21% to be informed about the reason for consultation. Most commonly used online resources are Google (91.4%), websites run by doctors (84.8%), Wikipedia (84.7%), health portals (76.4%), the outpatient clinic's homepage (76.4%), as well as health forums and communities (61.9%). Younger parents ( p = 0.022) and parents of younger children ( p Discussion Important reasons for high internet use might be the inexperience of young parents regarding child health as well as the frequent infections, vaccinations, and preventive check-ups which are associated with young age of children. In contrast to former findings relating to health seekers in general, internet usage of parents is independent of their sex and educational level.

Kindergarten activities are all about learning and developing the preschooler into a school pupil, and into a more responsible and social life-aware being. The sets of skills the development of which should be followed and attentively watched during this period refer to all the personal and social types of interactions the kids will face with. Alpha EU online resources are designed to accomplish this whole task, but they mainly provide significant support for literacy and for early foreign language learning, and it comes to demonstrate the way in which the online resources can play multiple roles into the teaching-learning process.

Background The internet is becoming an increasingly popular resource to support patient decision-making outside of the clinical encounter. The quality of online health information is variable and largely unregulated. The aim of this study was to assess the quality of online resources to support patient decision-making for full-thickness rectal prolapse surgery. Methods This systematic review was registered on the PROSPERO database (CRD42017058319). Searches were performed on Google and specialist decision aid repositories using a pre-defined search strategy. Sources were analysed according to three measures: (1) their readability using the Flesch–Kincaid Reading Ease score, (2) DISCERN score and (3) International Patient Decision Aids Standards (IPDAS) minimum standards criteria score (IPDASi, v4.0). Results Overall, 95 sources were from Google and the specialist decision aid repositories. There were 53 duplicates removed, and 18 sources did not meet the pre-defined eligibility criteria, leaving 24 sources included in the full-text analysis. The mean Flesch–Kincaid Reading Ease score was higher than recommended for patient education materials (48.8 ± 15.6, range 25.2–85.3). Overall quality of sources supporting patient decision-making for full-thickness rectal prolapse surgery was poor (median DISCERN score 1/5 ± 1.18, range 1–5). No sources met minimum decision-making standards (median IPDASi score 5/12 ± 2.01, range 1–8). Conclusions Currently, easily accessible online health information to support patient decision-making for rectal surgery is of poor quality, difficult to read and does not support shared decision-making. It is recommended that professional bodies and medical professionals seek to develop decision aids to support decision-making for full-thickness rectal prolapse surgery.

Teaching high enrolment introductory science courses presents many challenges. The diversity of student backgrounds means that there is high variability in their knowledge and skills. Some students need a high level of remedial support while others desire enrichment. There are also significant logistical challenges, including grading assignments or quizzes in a timely fashion while also providing students with personalized feedback to help them self-assess their learning progress. At Waterloo, we are developing online resources for the STEM disciplines that will fundamentally change the way we teach our students and help us address the challenges we described. These resources are being created using Möbius, a courseware environment specifically designed for instructors to create and deliver their own online, interactive content. A typical lesson combines text, images, animations, narrated video, interactive apps, and dynamically-generated questions that are graded instantly to provide “in-the-moment” feedback. In this session, we will discuss the reasons why we chose Mobius and the decisions we made in designing our online lessons. We will invite participants to act as students for a demonstration of online lessons created for our high enrolment, first-year general chemistry courses. We will address how our approach transfers to other STEM disciplines and facilitate an open discussion about how online resources might be used to overcome the challenges encountered in teaching introductory courses in the STEM disciplines.

Background Patients are accessing online health information frequently and using it to guide treatment decisions. Few studies have been done assessing obstructive sleep apnea (OSA) information, and no studies have examined surgical resources for these patients. Methods This was a cross-sectional analysis. “Sleep surgery” and “sleep apnea surgery” were entered into Google, MSN Bing, and Yahoo! search engines. The first 25 results of each individual search were evaluated. Each unique site was assessed for content quality, accessibility, usability, reliability, and readability using validated instruments. The date of last update for each site was also documented. Results “Sleep surgery” was searched for an average of 1,703,991 (SD = 166,585) times per month from June 2015 to June 2016. 33 unique websites were identified. Sites were most often academically/government affiliated (10/33, 30.3%), health information sites (8/33, 24.2%), or non-profit/hospital related (8/33, 24.2%). The mean overall DISCERN score for quality was “good,” at 56.6 (range, 22–79). The mean overall LIDA score for accessibility, usability, and reliability was “moderate,” at 123.9 (range, 97–152). The mean Flesch Reading Ease score for readability was 49.77 (range 22.7-74.3); 7/33 (21.2%) scored above 60, the recommended range for average visitors. 60.6% (20/33) of the sites had been updated since January 1, 2014. There was no significant correlation between a websites’ position on a browser’s search and its DISCERN, LIDA, FRE, or total score. Conclusions With patients’ increasing reliance on Internet information, efforts to understand and improve websites’ quality and usefulness present unique opportunities in OSA surgery and beyond.

In the past five years, there has been considerable interest in the decision-making process of school board officials in the field of education. However, a paucity of research exists on how these leaders use online resources to make decisions. Through an online survey and face to face interviews, this study examined the use of online resources by school-board trustees (n=164) to guide board-level decisions. Trustees used online articles (news, research articles, journals) twice as much as social media (Twitter, Facebook, blogs) or repository services (clipping services, Google Scholar). Almost 70% of trustees used three or more resources to inform their decision making. Seventy-five to 85% of trustees rated online articles and repository services as being useful. Trustees actively checked the trustworthiness of online resources by evaluating sources, cross-checking data, and asking colleagues. Key barriers to using online resources included lack of time, finding reliable or relevant information, and negotiating conflicting results. Some trustees wanted access to a third-party, repository of valid, reliable information.Au cours des cinq dernières années, le processus de prise de décisions des officiels des conseils scolaires a suscité un grand intérêt. Il existe cependant peu d’études sur la façon dont ces dirigeants utilisent les ressources en ligne pour guider leurs prises de décisions. Grâce à un sondage en ligne et à des entrevues menées en personne, la présente étude se penche sur l’usage que font les commissaires scolaires (n=164) des ressources en ligne pour appuyer les décisions du conseil. Les commissaires se servaient d’articles en ligne (actualités, articles de recherche, revues) deux fois plus que des réseaux sociaux (Twitter, Facebook, blogues) ou de services d’archivage (services de coupures de presse, Google Scholar). Près de 70 % des commissaires se servaient de trois ressources ou plus pour guider leurs décisions. De 75 % à 85 % des commissaires estimaient que les articles en ligne et les services d’archivage étaient utiles. Les commissaires vérifiaient activement la fiabilité des ressources en ligne en évaluant les sources, en recoupant les données et en demandant l’avis de collègues. Les principaux obstacles à l’usage des ressources en ligne comprenaient le manque de temps, la difficulté à trouver des renseignements fiables ou pertinents, et l’évaluation de résultats contradictoires. Certains commissaires souhaitaient accéder à des archives externes rassemblant des renseignements fiables et valides.

Background Technology can play an important role in supporting mental health. Many studies have explored the effectiveness, acceptability, or context of use of different types of mental health technologies. However, existing research has tended to investigate single types of technology at a time rather than exploring a wider ecosystem that people may use. This narrow focus can limit our understanding of how we could best design mental health technologies. Objective The aim of this study was to investigate which technologies (smartphone apps, discussion forums and social media, and websites and Web-based programs) people use to support their mental health and why, whether they combine and use more than one technology, what purpose each technology serves, and which features people find the most valuable. Methods We conducted an online survey to gather responses from members of the public who use technology to support their mental health and well-being. The survey was advertised on social media and via posters at a university. It explored usage patterns, frequently used features, and engagement with technology. To gain deeper insights into users’ preferences, we also thematically analyzed open-ended comments about each technology type and suggestions for improvements provided by the respondents. Results In total, 81 eligible participants completed the survey. Smartphone apps were the most commonly used technology, with 78% of the participants (63/81) using them, either alone (40%) or in combination with other technologies (38%). Each type of technology was used for specific purposes: apps provided guided activities, relaxation, and enabled tracking; social media and discussion forums allowed participants to learn from the experiences of others and use that knowledge to understand their own situation; and Web-based programs and websites helped to find out how to deal on a day-to-day basis with stress and anxiety. The analysis of open-ended responses showed that although many people valued technology and felt it could support targeted activities, it was not seen as a substitute for traditional face-to-face therapy. Participants wanted technology to be more sophisticated and nuanced, supporting personalized and actionable recommendations. There was evidence that participants mistrusted technology, irrespective of the type, and had broader concerns regarding the impact of overuse of technology. Conclusions People use different types of technology to support their mental health. Each can serve a specific purpose. Although apps are the most widely used technology, mixing and matching different types of technology is also common. Technology should not be seen as a replacement for traditional psychotherapy, rather it offers new opportunities to support mental health as part of an overall ecosystem. People want technology to be more nuanced and personalized to help them plan informed actions. Future interventions should explore the use of multiple technologies and their combined effects on mental health support.

Particular use of new information technologies in teaching of future teachers of foreign languages; didactic possibilities of information technologies in teaching English language are described in the article.

Background Before seeing a pediatrician, parents often look online to obtain child health information. We aimed to determine the influence of IUC (internet use regarding the reason for consultation) on their subjective information level, their assessment of acute diseases and the change in this assessment. Secondary objectives were to identify the most commonly used online resources and factors with an influence on IUC. Methods This cross-sectional observational study was conducted at a general pediatric outpatient clinic located in Vienna, Austria. An anonymous, voluntary and 14-items-containing questionnaire served to gather all data. A total number of 500 questionnaires were collected. Results Of the parents attending the outpatient clinic, 21 % use the internet before the appointment (= IUC). Most common online resources utilized for this purpose are websites run by doctors (61.3 %), the outpatient clinic’s homepage (56.3 %), Google (40 %), Wikipedia (32.5 %), health advisory services provided by doctors (28.7 %), health portals (21.3 %) and health forums and communities (18.8 %). The information level in terms of the reason for consultation is rated as good by 50.6 %, as average by 46.7 % and as insufficient by 2.7 % (internet users: 42.7 %, 55.3 %, 1.9 %). Acute diseases of the children are estimated to be mild by 58.4 %, to be moderate by 41.1 % and to be severe by 0.5 % (internet users: 54.9 %, 45.1 %, 0 %). After having used any source of information, this assessment is unchanged in 82.8 %, acute diseases are rated as more severe in 13.8 % and as less severe in 3.4 % (internet users: 79.2 %, 16.7 %, 4.2 %). Internet users and non-users do not differ with respect to their information level (p = 0.178), the assessment of acute diseases (p = 0.691) and the change in this assessment (p = 0.999). A higher education level of parents (mothers: p = 0.025, fathers: p = 0.037), a young age of their children (p = 0.012) and acute diseases of their children (p = 0.046) predispose to IUC. Conclusions Against the common perception that online health information might fuel panic-mongering, we could not determine a link between IUC and the assessment of acute diseases. The information level of internet users and non-users does not differ either. Further research is needed to clarify causes for high and low IUC.

In an ever changing and rapidly developing teaching situation, it is often difficult to keep oneself updated with all types of available technologies. The “wants” are often centre of attention and the how’s and why’s become neglected and are subject to hindsight. In a 2008 report (Economist 2008) the question: “what does it mean to be an educated person in the 21st century”, was raised and concluded with the importance of keeping up with technology – as these changes in the use of technology, at a higher education level, will have a ripple effect on the future society as a whole. In the last 10 to 15 years, higher education (HE) institutions in Norway have invested heavily in information and communication technologies (ICT), which has had a major impact on our own organization, UiT – The Arctic University of Norway; as in to say that it has brought with it some changes to our methods of teaching, and hopefully, it will keep thrusting us towards a better understanding of how to convey best practices and use of ICT in our teaching environments. The role of technology therefore is in shaping the future of higher education. It will, no doubt, have a profound impact on the way we work towards helping our staff to become comfortable with and interested in using technology in and throughout their teachings. However, taking the leap and diving into new and sometimes advanced technologies can raise feelings of uncertainty in one’s own technical abilities, especially for those with limited technical competencies. Combined with the need to find a good balance between hands-on skills and didactical competence, and finding the time necessary, outside an organized framing of a physical course, can be a real challenge to many.

Introduction The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. Recent developments are the emergence of MOOCs (Massive Open Online Courses) and the OER (Open Educational Resources) movement. As a result a huge amount of enhanced learning opportunities exist. Examples are primary sources, instructive TED-talks, discussions between experts, recorded lectures, how-to-do videos, discussion forums, and so on. But to what extent are online resources actually used in courses? Studies indicate that despite the promise for use in education, online resources are underutilized. Harley, Henke, Lawrence, and Perciali (2007) found in an extensive study of humanities and social sciences faculty that use of digital materials created by other institutions was rather low. Lindquist and Long (2011) report that online primary resources are underutilized in humanities. In a study about open educational practices in higher education, Murphy (2013) concludes that the adoption of OERs and open educational practices is still in its infancy. Several reasons for not using online resources are mentioned by Harley et al. (2007), Eynon (2008) and Murphy (2013); among them are the following: * too many resources exist and it takes faculty simply too much time to assess their quality and usefulness for actual courses * problems with managing resources and organizing them for use in teaching * problems of fitting resources within the instructors' existing teaching approach * technical problems in having access to resources * problems with copy rights and availability of resources. Against this background we had the objective to find out the possibilities of substantially enriching an existing course with videos from external resources. The course is an introduction in Human-Computer Interaction and is mandatory in the bachelor programs Computer Science and Information Science of our university, the Open University of the Netherlands. The context is distance education. Our students are adults and overwhelmingly study part-time, combining study and work. The course offers no face-to-face classes. We offered the course with the videos to a pilot group of eight students and asked them to give feedback. We wanted to know: * to what extent the students actually watched the videos: were they ignored, used once in a while, used intensively? * how were the videos received? Which aspects did students like or not like about them, and why? * did students meet any problems in playing the videos? * what is the best context to offer links to videos: by way of an e-book, or by a pdf? In the remainder of this paper we first describe the course design and the pedagogical approach. Then we focus upon the role of the online resources, especially the videos, in the course. Next we present the feedback given by the students. Finally we discuss the results and reflect on what we learned. The Course: Content and Pedagogical Approach The course introduces the students to the basic concepts of human-computer interaction. The emphasis is on interaction design, with a user-centered approach. The students have to come to understand the users and their activities, to design an interactive system, and to evaluate prototypes with users throughout the design process. The design process consists of three stages. During the first stage the students analyze the users and the tasks they perform in the existing environment. They make a user profile (in the form of personas) and develop a task model (if appropriate). In the second stage the students design conceptual models of the system under development. To do so they develop several scenarios and a number of designs. They produce lo-fi prototypes, which they subsequently use for a first, informal evaluation with the intended users. …

This article describes a multi-method research project examining the use of various freely available online collections and projects, such as Project Gutenberg, the Internet Archive, and Creative Commons-licensed ebooks, by public libraries. This research begins with the questions: what are libraries doing with freely available materials? Are there barriers to incorporating them into the collection? What role are librarians playing in expanding access and awareness of these resources?

Joint BioEnergy Institute, Lawrence Berkeley National Laboratory, Berkeley, California 94720 (H.J.J., J.L.H.); Department of Biology, Eidgenossisch Technische Hochschule Zurich, CH-8092 Zurich, Switzerland (M. H.-H., K. B., W. G.); Institute of Biochemistry and Biotechnology, Martin-Luther-University Halle-Wittenberg, 06120 Halle (Saale), Germany (S. B.); Max-Planck Institute for Molecular Plant Physiology, 14476 Potsdam-Golm, Germany (R. S., W. X. S.); Department of Plant Biology, Cornell University, Ithaca, New York 14853 (Q. S., K.J.v.W.); Molecular Systems Biology, University of Vienna, 1090 Vienna, Austria (V. E., S. W., W. W.); Institut National de la Sante et de la Recherche Medicale, Laboratoire d'Etude de la Dynamique des Proteomes, U880, F-38000 Grenoble, France (C. B.); Commissariat a l'Energie Atomique et aux Energies Alternatives, Direction des Sciences du Vivant, Institut de Recherches en Technologies et Sciences pour le Vivant, F-38000 Grenoble, France (C.B., N.R.); Universite Joseph Fourier, F-38000 Grenoble, France (C. B., N.R.); CNRS, Laboratoire de Physiologie Cellulaire Vegetale, UMR5168, F-38000 Grenoble, France (N.R.); INRA, UMR1200, F-38000 Grenoble, France (N.R.); RIKEN Plant Science Center and RIKEN Bioinformatics and Systems Engineering Division, Tsurumi-ku, Yokohama 230-0045, Japan (T.T., H.N.); The Sainsbury Laboratory, John Innes Centre, Norwich Research Park, Norwich NR4 7UH, United Kingdom (A.M.J.); Division of Biology, University of California San Diego, La Jolla, California 92093 (S.P.B.); and Centre of Excellence for Computational Systems Biology (I.C.) and Australian Research Council Centre of Excellence in Plant Energy Biology and Centre for Comparative Analysis of Biomolecular Networks (I.C., S.K.T., A.H.M.), University of Western Australia, Crawley 6009, Western Australia, Australia

Background Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. Methods A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Results Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6 %) and GP partners (n = 236, 61.6 %). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3 %) with the three most common reasons being to obtain information for a patient (n = 358, 93.5 %), answering a clinical question (n = 357, 93.2 %) and CPD purposes (n = 308, 80.4 %). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3 %), BMJ Learning (n = 279, 73.0 %), NICE Guidelines (n = 255, 66.8 %), GP Notebook (n = 243, 63.6 %) and Google (n = 234, 61.3 %). Low use of social media such as Facebook (n = 11, 2.9 %) and Twitter (n = 11, 2.9 %) was reported for CPD. A majority agreed that 'reading information online' (95.0 %) and 'completing online learning modules' (87.4 %) were the most valued online activities. Slow internet connections (n = 240, 62.7 %), website access restrictions (n = 177, 46.2 %) and difficulties logging into online CPD resources (n = 163, 42.6 %) were reported barriers. Significant response differences (P