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Most research has so far focused primarily on the negative effects of the COVID-19 pandemic on early adolescents. This pre-registered study fills this gap by investigating possible links between pandemic regulations and positive outcomes, namely school well-being. Specifically, we test the assumption that high-ability early adolescents benefit from virtual schooling by experiencing higher school well-being while schooled virtually. Data from a Czech sample (N = 210) do not support this claim but show a strong effect of autonomy on school well-being. We also explore the changes reported by our participants after returning to classrooms. [ABSTRACT FROM AUTHOR]

This opinion piece delves into the intricate challenges facing higher education in nanotechnology, particularly in Ukraine, a country currently embroiled in geopolitical unrest. Through a reflective lens, the article examines the complexities of preparing graduates for an uncertain job market while also considering the pressing national imperatives that demand specialized expertise. Beyond the Ukrainian context, the article escalates the discussion to a global scale, calling for an immediate yet thoughtful reassessment of how we approach specialized education in a rapidly changing world. The piece confronts uncomfortable questions and proposes calls to action for policymakers, educators, and the global community. By framing Ukraine's struggle as indicative of a broader global challenge, it aims to catalyze meaningful discussions and reforms in how specialized higher education is approached and implemented worldwide. [ABSTRACT FROM AUTHOR]

Background: Integrative therapies are increasingly in demand for both symptom management and quality of life in palliative care (PC) populations. Multidisciplinary PC professionals need continuing education/continuing medical education (CE/CME) to keep current on the evidence-informed use of integrative therapies in PC planning. Objectives: (1) Elicit input from multidisciplinary PC providers on needs for CE/CME content on integrative care, and indicators of implementation for use in impact assessment. (2) Produce an online CE/CME program responsive to provider input. (3) Assess program impact on PC providers in a randomized controlled trial. Methods: Focus groups with 47 multidisciplinary PC personnel assessed needs for CE/CME content and identified practice-related behaviors indicating implementation of integrative care. Qualitative analysis then informed development a 9-hour CE/CME program, and identified candidate items for an outcome measure (Integrative Practice Assessment) to assess impact. Validation testing followed with 63 new subjects. A randomized, waitlist-controlled trial then assessed program impact on (1) confidence understanding evidence-informed use of integrative therapies in PC, and (2) implementation of practice behaviors that promote integrative care. Results: 213 subjects were randomized and 170 provided follow-up data on program impact. Subjects' confidence (10-point scale) understanding safety considerations increased from 5.4 to 8.7; recommending modalities, from 4.2 to 8.3; and explaining modalities, from 4.8 to 8.5. Direct actions promoting integrative care in the last 10 patient encounters increased (12.2 to 17.9). Indirect actions taken in the work setting increased in the past month to advocate integrative therapies (from 5.7 to 9.1), and to promote organizational change (from 10.9 to 18.2). (All outcomes P <.001). Conclusion: This provider-driven CE/CME program led to significant positive changes in practitioners' self-efficacy and implementation of integrative care practices in PC settings. The results indicate that CE/CME can have measurable impacts that benefit providers and may potentially impact patients, families and the culture of care. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the effectiveness of an e-learning training module for improving children's social workers' knowledge of, and attitudes toward, LGBTQ+ young people. Methods: A pragmatic randomized, CONSORT-compliant controlled trial to compare an intervention group (N = 304) with a business-as-usual comparison group (N = 310). After attrition, the analysis included 188 (intervention) and 278 (comparison) participants. The main outcome measures were the Heteronormative Attitudes and Beliefs Scale and a perceived LGBTQ+ knowledge measure, controlling for several covariates. Results: A significant effect of intervention on both outcome measures, using several rigorous analysis approaches and missing data imputation methods. Participants who undertook the training decreased their heteronormative attitudes and beliefs and increased their perceived LGBTQ+ knowledge compared to business as usual. Conclusion: This study demonstrates the effectiveness of an e-learning training intervention in improving knowledge of, and attitudes toward, LGBTQ+ young people. Implications for research, practice, and policy are outlined. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students' (n = 64) experiences of connectedness with their teachers and peers and examine how students' perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students' self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one's science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable. [ABSTRACT FROM AUTHOR]

Background: Accurate coded diagnostic data are important for epidemiological research of stroke. Objective: To develop, implement and evaluate an online education program for improving clinical coding of stroke. Method: The Australia and New Zealand Stroke Coding Working Group co-developed an education program comprising eight modules: rationale for coding of stroke; understanding stroke; management of stroke; national coding standards; coding trees; good clinical documentation; coding practices; and scenarios. Clinical coders and health information managers participated in the 90-minute education program. Pre- and post-education surveys were administered to assess knowledge of stroke and coding, and to obtain feedback. Descriptive analyses were used for quantitative data, inductive thematic analysis for open-text responses, with all results triangulated. Results: Of 615 participants, 404 (66%) completed both pre- and post-education assessments. Respondents had improved knowledge for 9/12 questions (p < 0.05), including knowledge of applicable coding standards, coding of intracerebral haemorrhage and the actions to take when coding stroke (all p < 0.001). Majority of respondents agreed that information was pitched at an appropriate level; education materials were well organised; presenters had adequate knowledge; and that they would recommend the session to colleagues. In qualitative evaluations, the education program was beneficial for newly trained clinical coders, or as a knowledge refresher, and respondents valued clinical information from a stroke neurologist. Conclusion: Our education program was associated with increased knowledge for clinical coding of stroke. To continue to address the quality of coded stroke data through improved stroke documentation, the next stage will be to adapt the educational program for clinicians. [ABSTRACT FROM AUTHOR]

With rapid development and modernization of today's society, the resource inequality between rural and urban areas has enlarged, especially regarding adolescents' mental health education. In order to provide alternative to adolescents with limited resources, this study targets test anxiety as example, aiming to explore the effectiveness of online mindfulness training in alleviating students' test anxiety through a quasi-experiment. This study recruited youths from 12 to 18 years old and used their pre-test/post-test data on 186 trained participants (M age = 14.85, 57.5% male) and 217 propensity-score matched controls (M age = 15.35, 53% male). After careful analysis, the results proved the effectiveness of online mindfulness training in reducing test anxiety and showed that the online training was more beneficial for students with serious interpersonal problems. This study further provided implications for the use of technology in mental health education, promoting the care of psychological well-being in rural areas. [ABSTRACT FROM AUTHOR]

Objectives: Using "digital inequality" as a conceptual framework, this study evaluates the feasibility and usability of a technology-delivered intervention (an "app") for Alzheimer's and related dementia family caregivers. Time for Living and Caring (TLC) is an on-line intervention that provides virtual coaching and self-administered education and resources. Methods: A sample of family caregivers (n = 163) used the tool for 16 weeks, which included completing the Computer Proficiency Questionnaire (CPQ-12) at baseline. Analyses investigate the relationship between age, CPQ scores, intervention use, appraisal, and caregiver outcomes. Results: Age was inversely associated with CPQ; however, CPQ scores did not have a significant relationship with participant's self-perceived benefits or intervention appraisal. Computer Proficiency Questionnaire scores provided insight regarding research feasibility, with lower scores associated with greater odds of discontinuing engagement. Discussion: CPQ-12 scores can be used as a screening tool to identify those who may need additional support to engage with and benefit from technology-delivered interventions. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic continues to exacerbate socioeconomic and educational hardships rooted in systemic inequities for youth across the United States. (Virtual) youth resilience and health promotion efforts are viable mechanisms to address these hardships in the context of a double pandemic: COVID-19 and structural racism. Health professions training programs hold a unique opportunity to incorporate COVID-19 health education to train and empower youth to become community health ambassadors. Grounded on a Grow-Your-Own (GYO) approach, UI Health CHAMPIONS spearheaded the development of the COVID-19 Youth Ambassador Program (COVID-19 YAP), a virtual multistage and multipartner effort. Its mission is to equip youth with knowledge, perspective, and tools to have empathetic, informative conversations within their networks about COVID-19. Via e-learning, modules cover viruses and the immune system; vaccine development; health disparities/equity; and health advocacy. Participants are introduced to Human-Centered Design Thinking to guide the development of advocacy projects. COVID-19 YAP's uniqueness lies in the team of program coordinators consisting of (pre-)health professional student workers with a desire to engage in health equity efforts and community health ambassadorship. Freirean principles are applied across program design and delivery; Dialogical Education encourages the educator to become the student and the student to become an educator. This co-learning process empowers students and educators to become agents of social change. COVID-19 YAP can serve as a collaborative effort addressing a public health priority, contributing toward digital health equity, and creating community resilience while encouraging youth to pursue a health profession and become community health advocates. [ABSTRACT FROM AUTHOR]

A key facet to typical undergraduate or graduate global public health programs is an applied practice experience (a practicum) that culminates in shared results and public presentations (e.g., research posters, conference and working papers, needs assessments). Requirements vary by program but may be between 80 and 200 hours of experiential learning. While not required by all undergraduate programs in global public health, a practicum occurs as part of a semester of coursework or internship experience after students have declared the major/minor or have completed an expected number of courses. Some students report that the practicum experience, while essential to their career development and future opportunities, presents certain challenges in terms of access. Practicum opportunities can be rife with assumptions that social networks, privilege, and implicit bias affect and even predict the ability to secure an effective, doable, and career-advantageous project. In 2020, the COVID-19 pandemic meant that much of the applied and experiential aspects of a practicum were necessarily shifted from "realworld" experiences to virtual and "remote" contexts. This article highlights insights from students enrolled in undergraduate global public health programs who were planning "real-life", more "traditional" practicum experiences, and had to necessarily move to "remote" and online engagement. These cases suggest that participation in virtual fieldsites is seen as legitimate, fulfilling for students and stakeholders, and can increase diversity, equity, and inclusion in the public health curricula; fostering best practices in career development. [ABSTRACT FROM AUTHOR]

Since China boasts the highest numbers of online education institutions and users relative to other countries in the world, it has also been blessed with sufficient materials that may be used for empirical research. Although some studies have revealed the potential underlying legal risks in online education, there is still a paucity of scholars who set out to explore how the issues arose during legal practice via written judgments. This paper sifts through and extracts key information from hundreds of judgments provided by Chinese courts, based on which its typical issues were discussed. Through the findings acquired, this research has provided favourable empirical support for subsequent studies. [ABSTRACT FROM AUTHOR]

This study aims to examine tourists' experience evaluation on the fast-growing but understudied peer-to-peer (P2P) tour/activity experiences provided by sharing economy platforms and non-professional local guides. The P2P tours are unique in providing guests with a personalized and immersive experience of local culture, derived from the expertise and charm of the local hosts. A total of 211,610 online reviews were retrieved and analyzed using a topic modeling approach. Fourteen key topics were identified; tourists highlighted their personal feelings during interactions, sensory experience, and achievements derived from the customized experience in their storytelling approach of the reviews. Tourists highly valued hosts' personality and expertise, as well as the learning experience and comfortability of the tours. However, reviews with lower ratings primarily emphasized the issue of group interaction. The findings advanced the literature of P2P tourist experience in the sharing economy and provided new insights into tourists' pursuit for industry practitioners. [ABSTRACT FROM AUTHOR]

Introduction: Hypertensive patients may lack time to visit clinics and attend educational sessions, resulting in poor blood pressure control. Uncontrolled blood pressure in people with hypertension can increase the risk of heart disease and stroke. Objective: The specific purpose of this study was to determine the effect of online group education on knowledge, motivation, self-efficacy, self-care behavior, and blood pressure control of hypertensive patients. Method: The research method used a quasi-experiment method. The subjects were hypertensive patients in Indonesia. The sampling technique used was cluster random sampling. Total sampling consisted of 96 participants, consisting of 48 intervention groups and 48 control groups. The inclusion criteria in the study were patients with primary hypertension who were willing to become research respondents. The exclusion criteria in this study were respondents who were sick and unable to follow therapy, had hearing problems, and had complications of other diseases (kidney disease, heart disease, diabetes mellitus, and stroke). Data collection methods include observation. The instruments used were the HKLS, HBP-SCP questionnaire, and Sphygmomanometer digital. Result: Data analysis using repeated ANOVA and Friedman tests. There was a significant decrease in systolic (p <.001) and diastolic (p =.001) blood pressure and an increase in knowledge (p <.001), motivation (p <.001), self-efficacy (p <.001), and self-care behavior (p <.001) in the intervention group. Conclusion: Online group education effectively reduces blood pressure and increases self-care behaviors in hypertensive patients. [ABSTRACT FROM AUTHOR]

Using quantitative and qualitative findings from a study conducted at a large Greek university, the article observes the COVID-19 pandemic pedagogies through students' perspectives and lived experiences and examines emergent online learning as both an opportunity and a danger. The study reveals students' divergent views of emergency online learning. These views include both concerns about the further digitalization of higher education eroding the physical space of the embodied learning community on-campus and hopes for a more inclusive and digitalized university based on blended education. Blended systems appeal to students from divergent social backgrounds for a variety of reasons. There are several advantaged students who claim that the further digitalization of higher education will benefit primarily from the integration of academic requirements with digital capabilities. Students from disadvantaged backgrounds support blended learning systems including online learning, which may help overcome economic hardship in a country experiencing protracted crises. While the study points out that advanced technology needs to be encouraged and integrated into higher education learning practices, it challenges the sociotechnical imaginary of a post-coronial university based on platformization and learnification processes, which decentralize educational practices and bring them into students' homes, away from campus-based educational practices. [ABSTRACT FROM AUTHOR]

School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists' practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers' experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants' learning experiences during the pandemic. A total of 10 U.S. participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented. [ABSTRACT FROM AUTHOR]

In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the U.S. same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research. [ABSTRACT FROM AUTHOR]

Colourism is the discriminatory practice of favoring lighter skin over darker skin. It perpetuates social disparities and drives skin-lightening products (SLP) use globally, including in Malaysia. This study presents the results of an innovative 3 week online training course designed to equip health professionals and educators who work with youth in Malaysia with the knowledge and skills to combat colourism and the use of dangerous SLPs through strategic storytelling. We recruited a diverse group of learners (N = 19) and assessed their knowledge and attitudes of colourism and use of SLP before and after the course. We also assessed student engagement and collected qualitative acceptability data. The course incorporated case method teaching, interactive case delivery, strategic storytelling methods, and team collaboration elements through digital platforms to facilitate course engagement and learning. Our findings indicate significant improvements in learners' knowledge and concern regarding skin-shade discrimination and SLP usage pre- to post-course. Learners reported their intention to use strategic storytelling techniques for public health advocacy around colourism and use of SLPs. Qualitative learner feedback highlighted the positive aspects of the course, including its realism and the importance of collaborative learning with professionals from diverse fields to combat prevailing sociocultural issues. While this study offers valuable insights into the effectiveness of this innovative training approach, it also identifies areas of future improvements as suggested by learners, such as the need to increase content diversity, enhance communication channels, and extend time for discussion. This course provides a promising model for addressing colourism-related issues in Malaysia. [ABSTRACT FROM AUTHOR]

Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member–assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. [ABSTRACT FROM AUTHOR]

Parental stress increased during the COVID-19 pandemic. Families with children with an intellectual or developmental disability (IDD) and extensive support needs—such as complex communication needs—experienced additional challenges, including service loss and difficulties accessing virtual learning. The purpose of this study was to understand the experiences of parents (N = 37) with children with IDD and complex communication needs related to parental stress and family resilience. Qualitative interview and quantitative survey data were collected within a convergent parallel mixed-methods design, with interviews occurring three times across the 2020–2021 school year. The two sets of data were analyzed separately and then integrated using back-and-forth exchanges and a joint display. Findings indicated that families showed resilience through family adaptation and cohesion—creating rhythms and routines that fostered togetherness—and by growing in advocacy and empowerment related to their child's learning. But, many parents worried that they were not able to do enough for their child. Social support predicted lowered parental stress and stronger family resilience; yet, perceived social support varied widely across families—particularly support from teachers and service providers. This study provides important insight into family experiences during a unique time with the COVID-19 pandemic while pointing to important ways to strengthen family resilience long into a postpandemic future. [ABSTRACT FROM AUTHOR]

Background and Aims: Medical Education Technology has witnessed significant transformation over the years, largely influenced by advancements in technology. From traditional lecture-based teaching to the integration of multimedia tools and virtual simulations, the landscape of medical education has evolved to meet the needs of learners in an ever-changing healthcare environment. Objectives: To explore the evolution of Medical Education Technology, highlighting key milestones from the past, assessing the current state of technology integration in medical education, and envisioning future trends and challenges. Methods: A comprehensive review of the literature was conducted to examine the historical progression of Medical Education Technology. Results: The review revealed a notable evolution in Medical Education Technology, from early implementations of multimedia tools to the widespread adoption of online platforms and virtual simulations. Conclusions: Medical Education Technology has evolved significantly from past innovations to the present integration of virtual platforms. Looking ahead, future advancements promise to further revolutionise medical education, ensuring better preparation of healthcare professionals for the challenges of modern practice. [ABSTRACT FROM AUTHOR]

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers' case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers' case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications. [ABSTRACT FROM AUTHOR]

As online course delivery becomes an ever-increasing modality in marketing education, it is essential that marketing educators understand the unique factors that drive student course engagement in online versus face-to-face courses. This article develops and empirically tests a conceptual model grounded in the theory of mental self-governance which suggests different student thinking styles play varying roles in driving course engagement and satisfaction in online and face-to-face courses. The conceptual model is empirically tested by analyzing survey and objective learning achievement (final grade) data collected from 194 students enrolled in online marketing courses and 232 students enrolled in face-to-face marketing courses. Results indicate that delivery modality influences the effect distinct thinking styles have on course engagement. Interestingly, the analysis suggests that course engagement has a greater positive impact on final grades for students enrolled online compared with those enrolled in face-to-face marketing courses. The implications of these findings are discussed, offering valuable insights for educators navigating the evolving landscape of marketing education. [ABSTRACT FROM AUTHOR]

The article explores the rapid COVID-19 pandemic-induced migration from campus to digital modes of education in 2020–2021. The process of this migration offers an opportunity to examine some important issues related to digital teaching, learning, and education during the pandemic. Based on our study of the School of Social Work at Tata Institute of Social Sciences in Mumbai, India, and the School of Social Work at Lund University, Sweden, we explore and compare the social component in the experiences of students and teachers at the two institutions. The data collection draws on focus group sessions and interviews complemented by various relevant institutional documents and our own experiences at our respective institutions. The core argument we put forth in the article is that the Swedish student and teacher response to the pandemic-induced crisis and the migration to digital classes was a case of 'trusting the state', as they were passively waiting for top-down initiatives and instructions. On the other hand, the response at the Indian institution was a case of 'trusting ourselves', not waiting for top-down instructions and support but creating bottom-up solutions within the internal community of teachers and students. We also highlight the different perceptions and the impact of teaching and studying from home on physical and emotional levels. While we present the differences and specificity around the expectations of teachers and students at the two institutions, we also elucidate their patience, perseverance and innovation while engaging with the realities of work and studying from home while being kept away from campus. [ABSTRACT FROM AUTHOR]

Field practicum is an integral part of social work education. Social work students are typically placed with social service organisations to put into practice what they have learned in the classroom and to acquire new skills in the practice setting. However, the COVID-19 pandemic limited face-to-face communications, which affected on-site internships. The purpose of this article is to examine the difficulties in conducting social work field practicum during the COVID-19 pandemic in Bangladesh. Based on the in-depth interviews with purposively selected three social work academics, five field practicum students, and three field placement agency supervisors, this article identified the challenges of conducting field practicum during the pandemic. The implications of analysis include creation of a regulatory body and the development and adoption of innovative strategies by social work educators and schools. [ABSTRACT FROM AUTHOR]

Many students diagnosed with autism spectrum disorder (ASD) encounter difficulties related to self-management, which subsequently hinder their capacity to actively engage in online learning. As the enrollment of students with ASD in online education continues to rise, the exploration of self-management techniques adaptable to this educational modality becomes imperative. However, the existing body of research in this area remains limited. To bridge this gap, the present study aimed to evaluate the efficacy of a technology-aided Check- In/Check-Out (CICO) intervention to promote on-task behavior among three students with ASD attending online high school. A multiple baseline across participants design was used to measure the percentage of ontask behavior for each student. The findings suggest the implementation of the CICO intervention increased on-task behavior of all three students. This investigation underscores crucial considerations for devising and implementing personalized interventions within the context of online learning environments. The study's constraints are acknowledged, and recommendations for prospective research avenues are outlined. [ABSTRACT FROM AUTHOR]

Introduction: The cost, high resource demands, and psychological significance of in-person cadaveric labs are barriers to their use. Computer-assisted instruction (CAI) of gross anatomy is widely available as an alternative option. However, student engagement, reflections, and expectations of learning anatomy with CAI instead of in-person labs may influence their learning experience and outcomes. Purpose: To evaluate students' critical self-reflection and perceptions of learning using online self-guided anatomy modules with video-based pro-section CAI. Methods: A prospective observational cross-sectional study was conducted with first-year occupational therapy students who received anatomy education using CAI involving online self-guided anatomy modules with video-based pro-section instruction. Critical self-reflection was measured using Kember's Critical Self-Reflection Questionnaire scores and open-ended comments. Paired analysis of self-reported Kember nonreflective and reflective actions was conducted followed by quantitative (correlation, Student t -tests) and qualitative (directed content analysis) exploration of factors associated with critical self-reflection. Results: Of the 126 students enrolled in the study, 97 consented and completed the study. The students' Kember Understanding (U) subscale mean score was significantly higher than the Habitual Action (HA), Reflection, and Critical Self-Reflection subscales. The largest effect size was found between the U and HA subscales (ds = 1.3, 95% CI [1.0, 1.5]). Academic outcomes (anatomy quiz sum score, term grade) did not correlate with the Kember scores. Overall, students felt that video-based anatomy pro-section CAI was best used in a supplementary manner and opportunities for hands-on learning of anatomy were needed. Conclusion: Video-based anatomy pro-section CAI helped students understand anatomy but did not readily engage students in critical self-reflection. Strategic course and curriculum design with integrated and hands-on learning opportunities are needed to optimize student anatomy learning experience and academic outcomes while using this type of CAI. [ABSTRACT FROM AUTHOR]

Background: Every healthcare professional (HCP) in the Netherlands is expected to provide palliative care based on their initial education. This requires national consensus and clarity on the quality and goals of palliative care education and accessible education opportunities nationwide. These requirements were not met in the Netherlands, posing a major obstacle to improving the organization and delivery of palliative care. Therefore, a program, Optimizing Education and Training in Palliative Care (O2PZ), was established to improve palliative care education on a national level. Objectives: The main task of the O2PZ program from 2018 to 2021 was to implement and improve palliative care education in initial education for nursing and medical professionals. The program's ultimate goal was that every HCP be sufficiently educated to provide high-quality generalist palliative care. Design: The O2PZ program consists of four projects to improve and consolidate generalist palliative care education nationwide. Methods: All projects used a participatory approach, that is, participatory development, implementation, and co-creation with stakeholders, mainly HCPs and education developers. Appreciative inquiry was used to assess, improve, and integrate existing local palliative care education initiatives. Results: (1) Establishment of an Education Framework for palliative care for all HCPs, including an interprofessional collaboration model; (2) optimization of palliative care education in the (initial) curricula of vocational education institutions and (applied) universities; (3) establishment of an online platform to disseminate materials to improve palliative care education; and (4) installment of seven regional palliative care education hubs, of which one hub was devoted to pediatric palliative care, as well as one national hub. Discussion: We discuss some lessons learned and challenges in accomplishing the goals of the O2PZ program in 2018–2021 and address how these challenges were dealt with. We maintain that co-creation with stakeholders at policy, organizational, and operational levels, as well as ongoing communication and collaboration, is essential to consolidating and implementing results. Conclusion: Over the past 4 years, we have improved generalist palliative care education nationwide for all HCPs through four projects in which we collaborated closely with stakeholders. This has resulted in more attention to and implementation of palliative care in education, a national Education Framework for palliative care, including an interprofessional collaboration model, an online platform for palliative care education, and palliative care education hubs covering all regions of the Netherlands. Plain language summary: Optimizing palliative care education in The Netherlands The innovative aspect of this article is that we explored how a national program called "Optimizing Education and Training in Palliative Care" (O2PZ), which was funded by the Dutch government, was installed. The program was led by an interdisciplinary and interprofessional group of educators, HCPs, and researchers from several institutions in the Netherlands. The encompassing aim of the O2PZ program is that every HCP in the Netherlands has the right competencies to provide high-quality palliative care and that there will be more regional and national direction with regard to providing good palliative care education for all healthcare professionals. Our article will address several interconnected projects and results from the O2PZ program in 2018–2021. This includes (1) A comprehensive national Education Framework for Palliative Care (with a model of interprofessional collaboration), (2) Optimizing Palliative Care education, (3) An online education platform, and (4) A network of regional "education hubs" with nationwide coverage. Several lessons can be learned from these efforts to develop, implement, and consolidate palliative care education nationwide. We will also discuss some significant challenges and how they were dealt with effectively. This may be useful to others who seek to improve palliative care education in their country. Finally, we will address current follow-up studies to elaborate on and consolidate the results and impact of the 2018–2021 program. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the outcomes of adapted Parenting for Lifelong Health for Young Children to prevent child maltreatment in the Mainland China. Methods: A pre–post-follow-up study was designed and 54 Chinese parents received the eight-session online parenting intervention between February 4 and March 25, 2023. Results: Forty-one participants (75.9%) completed post-assessment and 36 (66.7%) completed 3-month follow-up assessment. Participants reported reduced child maltreatment, especially in emotional abuse and corporal punishment after the intervention, and the effect was maintained in 3-month follow-up. Improved positive parenting behaviors and decreased child externalizing behaviors were also observed for pre-, post-, and 3-month follow-up assessments. However, there were no significant changes in parental stress, parent–child relationship, parental depressive symptoms, and social support. Conclusions: The online Parenting for Lifelong Health for Young Children program for Chinese parents has shown promise in reducing child maltreatment, improving positive parenting, and decreasing children's problem behaviors, although randomized controlled trials are needed in future studies. [ABSTRACT FROM AUTHOR]

Purpose: This paper evaluated an electronic service-learning (e-SL) course utilizing regular and intensive delivery modes offered to undergraduate students in the 2020–2021 academic year. Methods: We collected pretest–posttest data (N = 130) and students' subjective evaluations of the course (N = 148) and the services they had provided (N = 160). Results: Students showed significant positive changes in both e-SL modes on positive youth development attributes, service leadership qualities, and life satisfaction, with greater changes among students taking the intensive mode. Students' views towards the e-SL course and the services they provided were positive, and students in the two e-SL modes did not differ significantly in their subjective evaluations. In addition, students' changes in outcome measures were positively associated with their subjective evaluations. Conclusions: The study provides additional support for the potential effectiveness of e-SL and suggests the promising application of intensive mode in implementing e-SL projects. [ABSTRACT FROM AUTHOR]

A Collaborative Online International Learning (COIL) experience was designed for prelicensure nursing students taking a pediatric course in the United States and in Brazil, to teach family-centered care to develop inclusive, global nursing practices. The purpose of this study is to describe prelicensure nursing student learning of family-centered care concepts facilitated by COIL. For data collection, six focus groups with 37 students were conducted across both universities. Data were analyzed using inductive qualitative analysis by each country separately and as a global team. Major themes included understanding the needs of families of children with chronic conditions as impacted by health systems, assigning meanings to family care of children with chronic conditions, applying concepts of family-centered care and self-reflection. Results suggest COIL is a feasible way for prelicensure nursing students to learn family-centered nursing care by operationalizing concepts, from real experiences and increasing cultural awareness. [ABSTRACT FROM AUTHOR]

Summary: This study sought to investigate the experiences and adaptations of social workers during the transition from face-to-face to online interventions amid the initial wave of COVID-19 in Israel. In-depth interviews were conducted with 27 social workers who had exclusively delivered face-to-face treatment before. Thematic analysis was employed to analyze the interviews. Findings: Data analysis revealed five primary themes concerning the transition from face-to-face face-to-face to online interventions, highlighting the challenges faced by social workers during this shift. The adjustment process was swift and often involuntary. It initiated with a shock stage, marked by difficulties in accepting the new reality due to uncertainties related to technical aspects, technological means, and social workers' attitudes toward the transition. The process concluded with social workers accepting the new reality, discovering new meanings, and gaining insights into themselves, the method, and the process. Applications: Integrating the online method into the training processes of social workers could have mitigated most challenges encountered during the transition between treatment methods. Shifts in attitudes and perceptions towards the online method result from practical experience and serve as the foundation for its application in professional work, enabling the realization of its benefits. [ABSTRACT FROM AUTHOR]

Background: In Malaysia, the unregulated use of antibiotics and lack of awareness about antimicrobial resistance (AMR) among pharmacists pose significant challenges. Implementing community-based Antimicrobial Stewardship (AMS) initiatives is crucial to address the rising AMR. Methods: We developed a bespoke AMS intervention, aligned with the World Health Organization's AMS modules, as a 2-day online educational seminar for community pharmacists. The effectiveness of the workshop was evaluated using pre- and post-seminar questionnaires, focusing on AMS knowledge and attitudes towards antimicrobial usage. Results: Among 528 participants, 489 completed both questionnaires. Pre-seminar, only 59% correctly understood the concept of antibiotic resistance reversibility, which improved to 85.9% post-seminar (p =.002). The average AMS knowledge score increased from 5/10 to 8/10 post-intervention (p <.05). A significant improvement was also noted in pharmacists' ability to select appropriate antibiotic therapies, particularly for urinary tract infections, with an increase from 78% to 90% correct responses. Conclusion: The AMS seminar was well-received and significantly improved the AMS knowledge of community pharmacists. The results underline the need for more AMS-focused interventions in this demographic in Malaysia, contributing to the development of formalized AMS programs. Such initiatives are expected to enhance antibiotic use awareness, encourage optimal antibiotic practices, and positively shift professional conduct in community settings. [ABSTRACT FROM AUTHOR]

Anxiety is one of the most prevalent psychological conditions in the pediatric population, and its associated impairments often persist into adulthood. Pediatricians are in a unique position to screen, briefly intervene, and facilitate treatment to prevent long-term impacts. However, they often do not have adequate training to do so. The current study addressed this gap by providing a brief online educational workshop aimed to promote: (1) screening for anxiety and (2) follow-up with appropriate evidence-based interventions. Fifty-three providers participated, and 38 completed surveys pre- and post-training. Findings indicate acceptability of the training to providers, improved knowledge related to anxiety, and increased readiness to manage anxiety during a medical visit. This study supports the utility of a brief, online training on screening and provision of evidence-based treatment for anxiety in pediatric primary care. [ABSTRACT FROM AUTHOR]

Our critical historiography of e-learning policy in Ontario, Canada, traces the policy's trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools – online and in-person – with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad. [ABSTRACT FROM AUTHOR]

Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience. [ABSTRACT FROM AUTHOR]

This is a qualitative study that employed exploratory design to inquire from 15 participants of Central University (Ghana) about their experience with the COVID-19 pandemic in Ghana. An in-depth interview was conducted, and data were analyzed using thematic analysis. The findings indicate that participants experienced fear expressed in four key domains reported under four key themes thus: Experiencing psychological distress; Burden of economic hardships; Fear of inefficient health system; and Educational disruptions and worries involved in online teaching and learning. The study concludes that the upsurge of COVID-19 has triggered psychological, economic, and educational conundrums that have to be addressed. This paper contributes to the growing body of studies on COVID-19 and effects on lecturers and students. The burgeoning evidence of the mental health distress following COVID-19 should be a wake-up call for universities and Ghana as a whole to invest both in infrastructure and manpower in this area of health care delivery. Vaccine hesitancy research must be conducted to improve upon health educational campaigns. The significant disruption from the pandemic is a fair warning to all stakeholders to make educational e-learning infrastructure resilient against similar future shocks. The implications of the findings for health and educational policies in Ghana are addressed. [ABSTRACT FROM AUTHOR]

Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores. [ABSTRACT FROM AUTHOR]

Online-only course design has to balance students' needs to experience (1) competence and (2) autonomy as it may affect their motivation. Lecture units can provide structured guidance by being made accessible in a fixed order, or support students' autonomy by providing free access to all lecture units. Online-only courses with lecture units including videos and quizzes can help provide psychology education to diverse populations. This includes nontraditional students who might struggle to attend traditional courses. We used a questionnaire with two vignettes in Study 1 (N = 152) and found that most students preferred free access to lecture units. Yet, using Moodle log data in Study 2 (N = 424) showed that most students did follow structured guidance in an asynchronous online-only course. Combining the assessment of preferences and behavior in Study 3 (N = 159), we replicated the divergence of preferences and behavior. Students preferring structured guidance and students following it in asynchronous online-only courses reported higher intrinsic motivation than students with diverging preferences and study behavior. This suggests that for many students, support through structured guidance does not compromise perceived autonomy. Structured guidance can be useful for course designers to balance students' needs for autonomy and competence. [ABSTRACT FROM AUTHOR]

To develop and support teachers' skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers' use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants' use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful. [ABSTRACT FROM AUTHOR]

Background: Mental health problems among expectant and nursing mothers also affect their infants, partners, and families. While physical activity is a potential method for preventing postpartum depression (PPD), it is difficult for postpartum women to find the time for physical exercise. A recent study reported that improving communication between expectant couples can be used as a preventive intervention for PPD, and a systematic review and meta-analysis recently reported decreased facial emotional expressivity in individuals with different non-psychotic disorders. Therefore, we focused on facial muscle training and its potential as prevention for PPD. Objective: We evaluated the effectiveness of online facial muscle training with resonance vocalization using real-time video conferencing programs on the PPD of postpartum women at 2–3 months. Design: We recruited 20 postpartum women and used a single-arm, prospective, pre-post design. Methods: All subjects participated in 30 min of online facial muscle training with resonance vocalization once a week for 4 weeks. The first and final sessions were performed using a real-time remote chat application, and the second and third sessions were performed on demand. Scores on the Edinburgh Postnatal Depression Scale (EPDS) as an indicator of PPD were used as the primary outcome. Secondary outcomes included the appearance ratio of a happy facial expression, analyzed using FaceReader™; mood, which was measured using a visual analog scale; and stress level, which was measured using a smartwatch. Results: The training had a significant effect on EPDS, appearance ratio of a happy facial expression, and mood; however, it did not affect physical stress. Conclusions: In the future, intervention studies with a higher evidence level, such as a crossover randomized controlled trial, are required. Plain language summary: The effects of online facial muscle training with resonance vocalization on postpartum depression: A single-arm pilot study The mental health problems of expectant and nursing mothers also affect their infants, partners, and families. However, it is difficult for postpartum women to find the time for physical exercise. So, we evaluated the effectiveness of online facial muscle training with resonance vocalization using real-time video conferencing programs. 20 subjects of postpartum women at two to three months participated in 30 minutes a time, once a week for four weeks. As the result, this training had a significant effect on the subjective mental health, happy facial expression and mood. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the feasibility, acceptability, and treatment outcomes of Empower@Home, a digital cognitive behavioral therapy intervention for geriatric depression. Method: Participants with depressive symptoms (PHQ-9 ≥ 5) underwent a nine-session remote intervention supported by a lay coach (N = 103). Results: Most participants (91%) completed all nine sessions (mean = 8.5). According to the Treatment Evaluation Inventory, participant attitudes toward the program were largely positive. A medium effect in depression reduction was observed following the intervention (Cohen's d = 0.75) and at a 10-week follow-up (Cohen's d = 0.60). This reduction was large (Cohen's d = 1.31 at posttest and Cohen's d = 1.18 at 10-week follow-up) among those who presented with moderate depression at baseline (PHQ-9 ≥ 10). Significant improvements were also reported in anxiety, social isolation, loneliness, and behavioral activation. Discussion: Empower@Home is a promising, acceptable digital mental health intervention for treating depression in older adults. [ABSTRACT FROM AUTHOR]

Learning motivation is essential to online learning success. This study recognizes two aspects of learners' motivation for E-learning and proposed technology acceptance model as cognitive process and stimulus-organism-response as affective process to explain the undergraduates' continuous intention to use E-learning system based on Stimulus-Organism-Response model. It employes a quantitative research approach to analyze the data from 662 undergraduates using structural equation modeling. Specifically, it examines how flow experience (a generalized sense of enjoyment) as the external variable affects the perceived ease of use and perceived usefulness and the continuous use of the E-learning system. The results affirm that flow experience is a significant cognitive state in online virtual community behavior and has a significant influence on continuous intention to use. Perceived ease of use of the E-learning system is found more influential than perceived usefulness. Furthermore, the perceived ease of use and perceived usefulness were significant mediators between Flow and continuous intention. The findings of this study will help system designers, policymakers, educationists and other stakeholders take necessary steps in improving e-learners' flow experience and their perceived ease of use and usefulness to increase retention rate and performance. More importantly, it will promote the formation of sustainable learning and ultimately achieve a lifelong learning society for all. Plain Language Summary: (1) This study aims to employ the Stimulus-Organism-Response framework to explore the relationship between flow, perceived ease of use and perceived usefulness on undergraduates' behavioral intentions toward sustainable using E-learning system. (2) This study applies a quantitative method using a survey tool to collect data from undergraduates in their sophomore year at 4 public universities in Guangxi, an undeveloped province in China. Partial Least Squares-Structural Equation Modeling (PLS-SEM) technique was used to test hypotheses and proposed research model. (3) Results from a survey of 662 undergraduates show that flow, perceived ease of use and perceived usefulness have positive effect on continuous use. Perceived ease of use of the E-learning system is found more influential than perceived usefulness. Furthermore, the perceived ease of use and perceived usefulness are significant mediators between flow and continuous intention. (4) The findings have both theoretical and practical significance, which help system designers, policymakers, educationists and other stakeholders take necessary steps in improving e-learner's flow experience and their perceived ease of use and usefulness to increase retention rate and their performance, promote the formation of sustainable learning and ultimately achieve a lifelong learning society for all. (5) The limitations on samples, the perspectives of stakeholders, and the investigation method such as longitudinal study have been put forward. [ABSTRACT FROM AUTHOR]

Emergencies disrupt education service delivery; recent global political developments, environmental disasters, and the emergence of new diseases underscore the need for governments and education systems to learn from past crises to better prepare for future challenges. This qualitative study captures the perspectives of Kazakhstani parents as they navigated the difficulties posed by the unprecedented COVID-19 pandemic and school closures. Interviews with 30 parents from different social backgrounds, geographical locations, family types, and employment situations revealed significant challenges. Utilizing the Balance Between Risks and Resources and Family Systems Theory, the study found that parents faced job losses, reduced income, and increased childcare responsibilities as schools swiftly transitioned to online learning. Gender inequity was particularly evident, with most educational support falling on mothers, who often felt unqualified to facilitate online schooling. Compounding these issues were poor internet access and the necessity of sharing a single device among multiple family members. Prolonged social isolation left many mothers feeling emotionally drained, with confined living spaces further impacting their well-being. Educational inequities widened and varied significantly along residential locations. To effectively address future emergencies and the long-term impacts of COVID-19, governments must ensure equitable digital access, provide financial and emotional support to families in need, offer technology training for parents and address unequal gender norms surrounding childcare and domestic labor. These steps will help build a stronger education system that meets the needs of all stakeholders and is better equipped to withstand future crises. [ABSTRACT FROM AUTHOR]

Exploring the influence mechanism of user creativity in online learning community is beneficial for improving learning efficiency and increasing stickiness and loyalty of users to online learning community. But the current research on collaborative creation mainly focuses on the effectiveness and innovation of online learning, and lacks the research focusing on the impact of environmental factors like learning group members on online users' creativity enthusiasm and even creativity. This paper addresses this research gap by exploring the influence of learning team factors like social presence and observational learning on creativity by using self-efficacy and intrinsic motivation as mediators. The theoretical model was validated with data collected from 242 online learning community users. This paper finds that social presence and observational learning have a positive impact on motivational factors, such as self-efficacy and intrinsic motivation, which, in turn, enhance user creativity. Their influences are moderated by challenging research discipline, level of team members and incentive. [ABSTRACT FROM AUTHOR]

In the context of ongoing curriculum teaching reform accelerated by the COVID-19 pandemic, evaluating online logistics courses from the learners' perspectives and identifying strategies for improvement have become critical areas of inquiry. Despite the growing body of literature on online education, existing studies often overlook the specific topics of interest and emotional tendencies of online logistics course learners. This study addresses this gap by utilizing the push-pull-mooring (PPM) theory, originally developed for human migration studies, to elucidate the transition of learners from offline to online environments, while exploring the formation process and significance of online logistics course instruction. We employ the ROST Content Mining System (ROST CM) software to conduct word frequency analysis, semantic network analysis, and sentiment analysis on review text data from two logistics courses offered on the China University massive open online courses (MOOC) platform. Our findings indicate that online learners prioritize three key aspects: "teacher,""course," and "learning content," with high-frequency words revealing a hierarchical structure of "topic → transition → emotion." While most learners expressed positive and satisfactory sentiments, a minority conveyed neutral or negative emotions. Based on these insights, this paper proposes targeted recommendations focusing on instructor guidance, enhancing online interaction, and fostering reflective teaching practices. Plain language summary: This study aims to evaluate online logistics courses from the learners' perspectives and identify improvement strategies in the context of curriculum teaching reform, influenced by the COVID-19 pandemic. Utilizing the push-pull-mooring theory to understand the formation process and significance of teaching online logistics courses, the study analyzed review text data from two logistics courses on the China University MOOC platform. From the analysis of the review text data, three focal points emerge as priorities for online learners: "teacher,""course," and "learning content." The high-frequency words in the reviews reveal a hierarchical structure of "topic → transition → emotion." Overall, the majority of learners expressed positive and satisfactory sentiments towards the online logistics courses. However, a subset of learners had neutral or negative emotions. Based on the findings, we put forward targeted recommendations to enhance the online learning experience for instructor guidance, online interaction, and teaching reflection. The study contributes to the understanding of online course design and offers practical recommendations for teaching improvement. Although this study provides valuable insights into the learners' perspectives on online education, it has some limitations. Firstly, the research focuses on two courses from the China University MOOC platform, which may limit the generalizability of the findings. Secondly, the analysis relies on the review text data, without considering other factors that may influence learners' experiences. The limitations shall be addressed in future research to get a more robust and comprehensive understanding of the evaluation of online education from learners' perspectives. [ABSTRACT FROM AUTHOR]

This study aimed at exploring the level, preference, and use of communication skills among undergraduate students in an online EFL learning context and to examine whether there are significant differences according to their gender and mode of study. A survey method was applied through quantitative data collection. For this purpose, a questionnaire was distributed to 200 undergraduate students at a public university in China. The communication skills inventory consisted of 26 items, which were developed based on previous studies. Factor analysis was conducted to assess the reliability and validity. Findings indicated that the undergraduate students had a medium level of communication skills, with intercultural skills ranking the highest, followed by production and reception communication skills. In addition, there was no significant difference in the usage of communication skills among undergraduate students in terms of gender, but there was a significant difference in terms of the mode of study. Students used more communication skills in synchronous than in asynchronous online learning. Plain language summary: An investigation of undergraduate students' use of communication skills in online EFL learning This study aimed at exploring the level, preference, and use of communication skills among undergraduate students in an online EFL learning context and to examine whether there are significant differences according to their gender and mode of study. A survey method was applied through quantitative data collection. For this purpose, a questionnaire was distributed to 200 undergraduate students at a public university in China. The communication skills inventory consisted of 26 items, which were developed based on previous studies. Factor analysis was conducted to evaluate the three underlying constructs, namely reception, production, and intercultural communication skills. The findings indicated that the instrument was reliable and valid. The undergraduate students had a medium level of communication skills, with intercultural skills ranking the highest, followed by production and reception communication skills. In addition, there was no significant difference in the usage of communication skills among undergraduate students in terms of gender, but there was a significant difference in terms of the mode of study. Students used more communication skills in synchronous than in asynchronous online learning. [ABSTRACT FROM AUTHOR]

Although recent years have seen a growing interest in students' experiences of boredom in foreign language learning, scant attention has been paid to this negative emotion in online live classes. With a mixed-methods approach, this study investigated what factors were responsible for student boredom in online live classes and what made Chinese students majoring in English more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students' lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students' greater boredom in online live settings than in-person settings arose from student-related factors, technological factors, and environment-related factors. This study sheds light on how to alleviate student boredom in foreign language learning in online live settings. Plain language summary: With a mixed-methods approach, this study aimed to investigate what factors were responsible for student boredom in online live classes and what made EFL students more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students' lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students' greater boredom in online live settings than offline settings arose from student-related factors, technological factors, and environment-related factors. The findings in this study have implications for practitioners seeking to alleviate this negative feeling in online live classes. To enhance the effectiveness of online live learning, it is important for instructors to provide timely emotional support for students, create a good learning environment, design more interactive activities, change teacher-centered classes into student-centered classes, avoid monotony in teaching methods, design tasks based on students' needs, decrease screen time, etc. The study has two limitations. First, the sample size was relatively small, which might limit the generalizability of the results. Second, the data were collected at the end of the semester, with students recalling their experience, which might overlook their immediate instances of boredom and their dynamic change of this negative emotion. [ABSTRACT FROM AUTHOR]

The 2020 COVID-19 crisis forced universities to make a dramatic shift to emergency remote education (ERE). While the urgency of the pandemic is gone, schools continue implementing ERE, but more often on a short-notice, short-term basis in response to various situations. This research examines students' suggestions for improving university transitions to ERE and applies them to post-pandemic use of ERE. Qualitative thematic analysis was used to analyze responses to an open-ended survey question answered by 2,751 students at a large Southeastern U.S. university. Responses identified main concerns as Grades and Grading (38%), Better University and Instructor Preparation (23%), Improved Learning Experience (18%), Meeting Student Needs (12%), and No Suggestions (9%). The study found that reducing the uncertainty students felt about ERE's impact on grades, course content, class schedules, assignments, and communication with instructors would improve their online learning experience. Recommendations suggest preemptive steps universities can take to improve post-pandemic use of emergency remote education. Plain Language Summary: University students speak out: Suggestions to improve the move to emergency remote education Universities worldwide moved their academic programs to a fully online format for a period of time during the COVID-19 outbreak in 2020. However, they are continuing to use emergency remote education (ERE) for various reasons, typically for short periods of time. As a result, schools must stay attentive to how they implement ERE to ensure a smooth transition to online learning for students. This study asked students who experienced ERE during the pandemic for suggestions on ways universities could improve the move from face-to-face to online classes. Responses to an open-ended survey question revealed students' concerns and recommendations centered around reducing levels of uncertainty related to grades and grading, better university and instructor preparation, improved learning experience, and meeting student needs. Based on these findings, this paper offers suggestions on actions universities can take preemptively to ensure effective post-pandemic use of emergency remote education. [ABSTRACT FROM AUTHOR]