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Background: For a long time, “attitude” was considered an effective factor in student-teacher interaction and students’ progress in traditional education. Recently, it is studied as a motivational factor in learners’ engagement in distance and e-learning education. Objectives: This study tried to find out the correlation between “attitude” and “persistence” in e-learning education. Methods: To explore the probable correlation between students’ attitudes and their persistence in e-learning systems a survey was conducted to seek students’ attitudes toward online course, online interaction, and some of e-communication tools, namely online chat, discussion forum, and e-mail. A sample of 744 students was obtained from 5,285 e-learning undergraduate students who were formally accepted to study in online courses at three Iranian universities from 2014 to 2017. The instruments were two researcher made questionnaires for persistent and non-persistent students in e-learning systems. Results: Findings showed a positive, direct, and significant relationship between students’ persistence and their attitudes toward online course (r = 0.744; P = 0.014) and online interaction (r = 0.863; P = 0.001) in e-learning. Also, there was a relationship between students’ attitudes toward online interaction with the frequency of student-professor interaction (r = 0.943, P < 0.001) and the frequency of student-student interaction (r = 0.793, P = 0.006). Conclusions: The observed positive and significant relationship between students’ attitudes toward online interaction and persistence showed that students’ persistence can be increased through enhancing student-professor and student-student interactions in e-learning systems.

The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes from the intervention. A review of course data and perceptions indicated gains in student application of course material and satisfaction with the audio feedback mechanism.

The emergence of antibiotic resistance (ABR) is one of the most serious public health threats worldwide. The inappropriate use of antibiotics is considered the main determinant for the increase and development of ABR, contributing to a greater risk of therapeutic ineffectiveness, particularly within primary care context. Therefore, this pilot study aims to raise awareness and promote an adequate antibiotic use among physicians, through the evaluation of the eHealthResp platform, a digital intervention composed by an online course and a mobile application, to aid in the management of respiratory tract infections. The global validation of the eHealthResp platform was carried out by 12 physicians who explored and performed a quantitative and qualitative evaluation of the contents of the online course and mobile app. The global evaluation of the analyzed parameters was very positive, with the highest median scores being attributed to adequacy, correction, format, and trust of the eHealthResp platform. The qualitative feedback enhanced the contents’ relevance, clarity, and consolidation, as well as the effectiveness of the educational intervention against ABR. Overall, this study revealed that the eHealthResp may be regarded as an important e-health tool for the management of respiratory tract infections and improvement of antibiotic prescription practices among physicians.

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It conceives six methods to reduce the students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment.

Globally, an estimated 30% of all new HIV infections are among youth ages 15 to 25. One of the major challenges to HIV prevention among youth is inadequate sex education. The purpose of this study was to design and implement an online college-credit course on HIV/AIDS education/prevention and then study the impact of the course on student HIV-related knowledge, attitudes, beliefs, and high-risk behaviors. The course entitled AIDS Online International (AOI) was offered at Purdue University North Central (PNC, US) over a period of six years through the Blackboard learning platform. All enrolled students participated in an online anonymous pre/post-course survey (Pre-CAS, Post-CAS). The 4-month course involved an in-depth study of HIV prevention, transmission, testing, treatment, disease progression, drug therapy, and the global epidemic. As a direct result of taking AOI, 83% of the students agreed that they had changed a high-risk behavior, 87% of the students agreed that they were less likely to have unsafe sex, 89% were more likely to use a condom, 92% were more confident in their ability to protect themselves from HIV, 80% were less likely to inject drugs, and 43% of the students decided that they would take an HIV test. Overall, AOI had a positive, meaningful impact on student attitudes, beliefs, knowledge, and "at risk" behaviors related to HIV prevention and transmission. We propose that AOI is an effective low-cost HIV risk reduction intervention with the potential for international scalability. [ABSTRACT FROM AUTHOR]

The paper analyzes the possibilities of using Google Analytics in the study of students' learning behaviour and for the design of online courses. Specifically, it analyzes data from an information literacy course for high school students. The paper use data from an online course for high school students between 1 February 2020 and 16 September 2020. There are a total of 785 unique visitors whose behavior on the web was the basis for our analysis. We also use information from 7 semi-structured interviews with teachers and from 2 focus groups with students (14 students) to interpret the data. [ABSTRACT FROM AUTHOR]

Introduction: internet is one of the best resources available to all of us. However it also harm to us if we don't aware of safe internet use. Mostly young people are the victim of cybercrimes like cyber bullying, cyber grooming, online gaming fraud, email fraud and so on. so they need to protect themselves when they are in cyberspace. Hence the study was conducted with the aim to assess and enhance the knowledge level on cyber safety among adolescents. Material and methods: pre experimental, one group pre test, post test design was chosen to conduct a study at selected school with 50 samples based on convenient sampling technique. The researcher formulated questionnaire in Google form and done pre test. Online course was administered and tool post test after 7 days with the same questionnaire through online. Results: The collected data were analysed the result revealed that the mean post test knowledge score [19.96] was higher than the mean pre-test knowledge score (14.8). Knowledge enhancement was 10.32%. There was significant difference between pre test and post test score and t value was 11.46. Conclusion: the finding of the study reveals that after the implementation of online course, the knowledge score level was improved regarding cyber safety. Hence the online course was effective. [ABSTRACT FROM AUTHOR]

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It conceives six methods to reduce the students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment. [ABSTRACT FROM AUTHOR]

The article introduces the possibilities of online learning environment for keeping students` motivation and stimulation their active research work. Comparison of research work with art allowed to suggest main trends for activization students` creative potential in education process in university. Were established that online environment allows to collect diverse experiences and create conditions for the creative process. The structure of online course was created by the implement of the technology of MOOR (Massive Open Online Research). It included information (lectures, books, articles), resources for the interaction (forum, chat), collection of students works for exchanging of experience and collaborate work in research area. Special section includes advises for manage of self-learning process for activization of creative potential. The research approach based on collecting data from the field of students` research works such as articles, course works and master thesis. The qualitative analysis includes subject areas of topics, students` professional field and heir innovative developments. Design of the online environment based on the research approach allowed to offer each of the student individual subject area according to professional interests which had a positive impact on keeping students` attention, motivation to active learning and abilities to make creative decisions.

The growing attention of the labour market to soft skills has led universities, in different countries to develop tools for the promotion and the assessment of generic skills. The studies carried out at the University of Turin on the design, implementation and testing of the Passport platform fall into this area. Passport is an articulated online course focusing on 12 soft skills. The course includes: a self-assessment Scale, 87 online activities (video clips, reflections, case studies...) and a final certification of the acquired skills. The effectiveness of the Passport course in favouring the academic success of fist-year students in terms of credits acquired, is attested by a previous follow-up research. The present study, on the other hand, aims to evaluate the contribution of the Passport training in improving students’ soft skill profile.

The traditional organization of increasing the teachers’ level of inclusive competence in the system of postgraduate education in the framework of stationary courses is not effective enough. One of the reasons for this is lack of access to a large amount of the latest information that is available in modern research. Rapid changes in information technologies development open up more opportunities for modern teacher to acquire the necessary professional knowledge for teaching children with special educational needs. The article proposes an improved organization for increasing the level of inclusive competence in the postgraduate education, in which, along with traditional training in the framework of stationary courses, teachers, using ICT, participate in online courses and webinars posted on various educational platforms in the Internet. The characteristics of educational platforms ed-era.com, futurelearn.com, elt.oup.com, coursera.org, vseosvita.ua were analyzed. Pedagogical experiment was carried out, in which 2 groups of English teachers participated. In the control group, professional development was carried out traditionally, and in the experimental group – within the framework of improved organization of training. The analysis of the results showed that in the experimental group the greater level of inclusive competence was achieved in comparison with the control group. It was proved that this result was achieved thanks to improved organization of training using ICT tools. The results of the pedagogical experiment indicate the advantage of proposed organization for teachers’ inclusive competence development in comparison with the existing one. In connection with the above, the work, in our opinion, is of international importance. [ABSTRACT FROM AUTHOR]

Digital tools in healthcare have been rapidly emerging over the past decade, with these tools consisting of clinical decision support systems, diagnostic tools or educational materials, such as e-learning courses. eHealthResp comprises an online course, primarily aiming to support physicians and pharmacists on the management of upper respiratory tract infections. In order to assure the quality of the online course, not only in terms of scientific content, but also in terms of user-friendliness, it shall be evaluated by a group of pilot users prior to its implementation. This article focuses on the usability assessment of the eHealthResp online course by community pharmacists, in order to efficiently determine and maximize its educational impact and overall user-friendliness. A questionnaire, based on the System Usability Scale, was distributed among pharmacists, giving them the opportunity to fully explore the website. Overall, pharmacist's evaluation/experience on the usability of the eHealthResp online course was rated excellent (mean score of 83,75 points), with individual scores ranging from 55 to 100 points on a 1-100 scale, together with positive overall assessments regarding ease of use, complexity, functionalities integration and consistency. [ABSTRACT FROM AUTHOR]

The transition to college represents a period of increased risk for developing a range of mental health conditions, highlighting the need for effective preventive interventions delivered in this setting. The purpose of the present study was to explore the feasibility, acceptability, and efficacy of a preventive version of the unified protocol for college students; this intervention, called emotions 101 was provided in a very brief, online course format. Unselected students (N = 243) were randomized to either the course (n = 120) or wait-list (n = 123) condition, and all participants were asked to complete self-report measures of stress, negative affectivity, and quality of life at baseline, 1-month, 6-month, and 8-month follow-up time points. Despite recruitment challenges, once participants enrolled in the course, they were likely to complete it and provide favorable satisfaction ratings and qualitative feedback. With regard to efficacy, there were no significant differences on our primary (emotional) outcomes (i.e., stress, negative affectivity, quality of life) as a function of condition, though individuals randomized to receive the course demonstrated significantly higher grade point averages at the end of their first college semester than those in the wait-list condition. Taken together, the findings from the present study suggest that a very brief, online prevention program for emotional disorders administered in a healthy sample does not significantly impact mental health variables. [ABSTRACT FROM AUTHOR]

The benefits of self‐compassion interventions have been well documented in the counseling literature. Despite these benefits, access to such interventions remains a considerable barrier for a range of populations. We addressed the issue of limited access by using a randomized controlled trial to evaluate an online, self‐guided course on self‐compassion specifically targeted toward women. Fifty‐seven women were randomly assigned to receive immediate or delayed access to a 10‐week course designed to increase self‐compassion and reduce self‐judgment, shame, and perfectionism. Analysis of the data revealed that participants in the treatment condition experienced significant increases in self‐compassion and decreases in self‐judgment, shame, and perfectionism compared with participants in the wait‐list group. Results provide evidence that self‐compassion can be fostered in a nonclinical population of women through participation in a self‐paced online course. Related findings and potential implications, including the use of such interventions to address accessibility concerns, are discussed within the existing literature. [ABSTRACT FROM AUTHOR]

The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems. [ABSTRACT FROM AUTHOR]

The second International Last Aid Conference Online was held on 30th October 2020 with 174 participants from 18 countries. The main topics of the conference were the social impact of palliative care, public palliative care education (PPCE) and experiences with Last Aid Courses from different countries. Invited lectures and submitted abstracts on these topics highlighted the need for PPCE. The experiences with Last Aid Courses for both adults and children, as well as the Online Last Aid courses that were developed during the COVID-19 pandemic were presented. This conference report provides an overview of the topics and the content of the presentations. [ABSTRACT FROM AUTHOR]

Since online lessons lack a physical presence, different technological means are needed to create an environment for various teaching, learning, and evaluation methods and for creating a sense of belonging for students. This study investigated student-teachers' attitudes, approaches, and willingness to engage with computer-assisted teaching and online teaching after they had participated in a multiparticipant online course. A mixed methods research paradigm combined both qualitative and quantitative data collection and analysis. The research findings indicate that the course goals -were attained in terms of student-teachers' acquiring the contents and attitudes, and that the careful design and organization of the course site, learning materials, and methods all contributed to the students' acquisition of the contents and ability to cope with online learning and form positive attitudes regarding online teaching and learning. Although student-teachers felt that the online learning style was not suitable for them, they underwent a personal process, overcame difficulties, and developed positive attitudes towards ICT and its implementation. Hopefully, the research findings can inform the preparation of an optimal teachinglearning process for online teaching. [ABSTRACT FROM AUTHOR]

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Designing an online course is a complex and resource-intensive activity with a focus on pedagogical and technological aspects. One approach is the e-learning experience design (EXD) model, which combines user-experience design concepts, such as agile methodology and design thinking. This study aimed to design a website and activities for an undergraduate human-computer interaction (HCI) online course based on the EXD model and analyze the students' learning experiences. The students' experiences were captured from two online surveys opened during the first weeks ( n  = 94 students) and at the end of the semester ( n  = 93). The surveys utilized the e-Learning Usability Questionnaire (EUS) and asked for suggestions to improve the course delivery. In addition, the students rated their experience in pain points when participating in the course. The findings show that adopting the EXD model for an online course design and implementing some design best practices can promote students' positive attitudes toward the course. The contributions of this study include an example of how an online course can be designed using the EXD model and a description of its effects on student attitudes., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Background: Massive open online courses (MOOCs) are increasingly used to educate health care workers during public health emergencies. In early 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with 6 courses specifically targeting health care workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19, equipping health care workers across the globe to provide health care safely and effectively to patients with the novel infectious disease. Although the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating health care workers to enroll in and complete courses, particularly in low-income countries (LICs) and lower-middle-income countries (LMICs)., Objective: This study seeks to gain insights on the characteristics and motivations of learners turning to MOOCs for just-in-time training, to provide evidence that can better inform MOOC design to meet the needs of health care workers. We examine data from learners in 1 Stanford University and 6 WHO COVID-19 courses to identify (1) the characteristics of health care workers completing the courses and (2) the factors motivating them to enroll., Methods: We analyze (1) course registration data of the 49,098 health care workers who completed the 7 focal courses and (2) survey responses from 6272 course completers. The survey asked respondents to rank their motivations for enrollment and share feedback about their learning experience. We use descriptive statistics to compare responses by health care profession and by World Bank country income classification., Results: Health care workers completed the focal courses from all regions of the world, with nearly one-third (14,159/49,098, 28.84%) practicing in LICs and LMICs. Survey data revealed a diverse range of professional roles among the learners, including physicians (2171/6272, 34.61%); nurses (1599/6272, 25.49%); and other health care professionals such as allied health professionals, community health workers, paramedics, and pharmacists (2502/6272, 39.89%). Across all health care professions, the primary motivation to enroll was for personal learning to improve clinical practice. Continuing education credit was also an important motivator, particularly for nonphysicians and learners in LICs and LMICs. Course cost (3423/6272, 54.58%) and certification (4238/6272, 67.57%) were also important to a majority of learners., Conclusions: Our results demonstrate that a diverse range of health care professionals accessed MOOCs for just-in-time training during a public health emergency. Although all health care workers were motivated to improve their clinical practice, different factors were influential across professions and locations. These factors should be considered in MOOC design to meet the needs of health care workers, particularly those in lower-resource settings where alternative avenues for training may be limited., (© Jennifer Jones, Jamie Sewan Johnston, Ngouille Yabsa Ndiaye, Anna Tokar, Saumya Singla, Nadine Ann Skinner, Matthew Strehlow, Heini Utunen. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

With the changes brought on by the public health concerns during the spring of 2020, face-to-face teaching was replaced by remote teaching in a rapid fashion. Learning management systems (LMSs) and video conferencing services were rapidly utilized to deliver online learning of previously in-person sessions. As the familiarity with remote teaching increases, designs of previously taught face-to-face courses will be revisited. Online teaching and learning provide great options for self-paced education in the dynamic environment of health professions education. Creative use of tools and collaborative web-based technology enables learner-centered pedagogy and the establishment of a community of learners. We offer practical tips for designing and implementing a generalized online course for health professions educators that appeal to diverse learners through meaningful use of different types of media.

The article deals with an analytical description of problems caused by integration of foreign learning platforms into the Russian education system. It provides the main results and conclusions reached within the frame of the fundamental quantitative research project. The project goals were the following: to study Russian experience in using learning platforms, foreign ones in particular; to study abundance of foreign learning platforms; to reveal and specify typical risks caused by their functioning in Russian education sphere. The authors analyze statistical information obtained through processing the data of survey of experts in online education. They consider colligated opinions and assessments by professional community of integration and application of foreign learning platforms, online courses arrangement on them and the complex of those potential threats for Russian education that could be caused by their use. The work notes that learning platforms are an innovative form of education activities management, but their integration in the national system of education is connected with a number of risks. The article gives a contemporary review of learning platforms in the Russian educational field in terms of their nominal recognition, their real demand for by the experts in online education and their long-term benefits for national education. The principal criteria for the choice of learning platforms usage in education are stated and summarized on the basis of the empirical data. The study contains a description of a complex of main tasks for Russian education; in the professional environment their successful solving is linked to the shift to online education technology. Within the frame of forecasting and evaluation of risks in education there have been defined some threats which are typical for both domestic and foreign learning platforms as well as those which are specific for the latter ones. Risks interpretation is based on theoretical preliminary studies and experts’ survey data related to the subject. The categorical range of risks obtained includes content risks, social, economic and political risks, psychological and pedagogical risks, management risks. The authors raise the problem of regulation of foreign learning platforms integration into the Russian education system. The work contains the arguments for and against control in this sphere.

Recently, online education or online learning is an interest in Thailand and some of Thai people study via the internet, noticed that in Thailand not only some universities provide online education such as Massive Open Online Courses, called MOOCs, but various schools and institutions provide online learning for their students as well.Online education provides an opportunity to improve people at the lower cost via computer technology, which is beneficial to developing countries.Thailand is still a developing country and online education is likely to be a new trend in Thailand because it reduces costs and enhances the quality of education.Consequently, this research analyzes influencing factors which have an impact on usage intention of online education. This research aims to study various factors, which are able to be improved for usage intention of online education in Bangkok, Thailand, in the future. Based on the conceptual framework in this research, it consists of social influence, information quality, system quality, function quality as key factors of usage intention.The research applied many methods such as Single Linear Regression and Multiple Linear Regression to analyze all hypotheses with 441 respondents who live in Bangkok, Thailand,and use online education.This paper addresses the effects of information quality, system quality, function quality, and social quality influencing toward usage intention of online education. Besides, social quality not only affects usage intention but also has an impact on other factors which information quality, system quality, and function quality.

Online course study is relevant due to their active integration into higher education in Russia and the variety of ways they can be used to implement the concept of life-long education. With the development of e-pedagogy theoretical analysis of online courses as an educational resource becomes a matter of research interest and is the aim of this paper. We analyzed pedagogical scientific works to sum up the characteristic features of online courses, define the term “online course”, break online courses up into groups, describe them as a type or form of education. We suppose online course should be considered as an organized aim-directed educational process based on principles of e-pedagogy and supported by means of modern ICT; a complete, logically and structurally solid educational unit provided with a unique system of electronic means of training resources and means of monitoring. We have worked out a classification of online courses taking the following six criteria: pedagogical approach, interaction of students, period of study, organization, purpose of learning, access to the course. Types of online courses are grouped into categories based on the criteria. The types are catalogued and characterized in the descriptive part of the classification.

Introduction: the article imparts authors’ thoughtson a new teaching methodology for mathematical education in universities. The aim of the study is to substantiate the efficiency of the comprehensive usage of mathematical electronic courses, computer tests, original textbooks and methodologies when teaching mathematics to future agrarian engineers. The authors consider this implementation a unified educational process. Materials and Methods: the synthesis of international and domestic pedagogical experience of teaching students in university and the following methods of empirical research were used: pedagogical experiment, pedagogical measurementsand experimental teaching of mathematics. The authors applied the methodology of revealing interdisciplinary links on the continuum of mathematical problems using the key examples and exercises. Results: the online course “Mathematics” was designed and developed on the platform of Learning Management System Moodle. The article presents the results of test assignments assessing students’ intellectual abilities and analysis of solutions of various types of mathematical problems by students. The pedagogical experiment substantiated the integrated selection of textbooks, online course and online tests using the methodology of determination of the key examples and exercises. Discussion and Conclusions: the analysis of the experimental work suggested that the new methodology is able to have positive effect on the learning process. The learning programme determined the problem points for each student. The findings of this study have a number of important implications for future educational practice.

As a result of the installation of the COVID-19 (coronavirus disease 19) pandemic, online education has become an important teaching alternative, and new challenges about how to teach were found. Here we report our experience in offering an online course to review Human Physiology. We proposed synchronous and asynchronous activities using different online tools to address topics considered key to understanding the different systems of human physiology. The students considered important the use of this type of methodology, which uses different online tools to help understand the Human Physiology contents. The students highlighted the use of the Lt platform, Zoom, Mentimeter, and YouTube as the preferred online tools to use in physiology learning. [ABSTRACT FROM AUTHOR]

Population aging is a global phenomenon and teaching gerontology has moved from domestic to international. The purpose of this paper is to introduce a cross-continent, online "global aging" course designed by gerontological faculty in the United States and Taiwan. Most recently using Zoom, students engaged with global partners to learn about aging topics with an emphasis on the role of cultural and social contexts in the aging process. Results from evaluations by students, global partners and faculty showed that not only did the course expand their world views but they gained confidence in working with older adults in diverse cultures. [ABSTRACT FROM AUTHOR]

This article examines the design of a standards-based Chinese language course at Boston University and shares how the course integrates various digital tools to support learning outcomes. After discussing the course design principles, which include standards-based instruction, Backward Design, and the Community of Inquiry framework, the author introduces the course model, combining asynchronous learning, synchronous learning, and virtual community activities. The article also showcases one sample module, describes its Integrated Performance Assessments and learning activities, and examines its design against research informed pedagogical principles. The author demonstrates the tools used to facilitate task completion and increase interactions, followed by a discussion of what the author takes into account when choosing tools. Course evaluations and questionnaires were conducted during the 2019 Summer and 2020 Summer terms in order to understand students' perceptions of the course and the tools. Survey results indicate students' positive attitudes toward the course, the tools, and their language gains. [ABSTRACT FROM AUTHOR]

This paper analyzes the effects of gamification in the social network of a massive online course. An educational social-networking platform gathered information about the contributions of participants and about the social networks that were formed during the course. A gamification layer with three game elements (points, badges, and leaderboard) was then implemented in the online learning platform. Social network analysis (SNA) and principal component analysis (PCA) were used to analyze the differences between a treatment and a comparison group (N = 591 and N = 427), using a set of 20 variables for each participant which quantified contributions to the learning platform as well as position and influence in the social network. The results of SNA show that gamification influences the structure of the social network of the course. The results also suggest that the variables cluster similarly for each group and that the linear combination of variables called the first component (F1) is a good descriptor of students' work and position in the network. F1 can be used to build predictive models of course completion. The models show that the probability of passing the course increases more rapidly in the treatment (gamified) group. [ABSTRACT FROM AUTHOR]

The development of innovations and related changes in the labor market, as well as Ukraine's aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency. The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, "Fundamentals of Vehicle Certification" in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students. [ABSTRACT FROM AUTHOR]

Education for the general public about antibiotic resistance is advocated as a key component of our response to this crisis. Since this is a multidisciplinary problem encompassing natural, medical and social sciences, it is an educational challenge as both students and lecturers will have vastly different backgrounds in the topics. Here we describe an online multidisciplinary course on antibiotic resistance spanning topics as diverse as chemistry and practical philosophy. The target group was any post-secondary school student and the participating students had different occupations and educational experience. Although as many as 38% of the students were currently studying natural sciences at university, the course included a diverse group with medical professionals (16%) and teachers (6%) making up a significant fraction of the class. The outcomes based on examination and the course evaluations were very positive and we have indications that the information students gained from this course has been spread to others. Unlike other online courses addressing antibiotic resistance, this course is both accessible to a wide range of students and covers a broad range of topics. We advocate courses like ours as an effective tool in educating the public about this crisis. [ABSTRACT FROM AUTHOR]

For the cultural alienation of large-scale online open courses and the matching of key features, a new mapping method is proposed to effectively improve the learning ability of complex nonlinear data algorithms in TSK fuzzy systems. The tendency of cultural alienation is not only reflected in the curriculum knowledge of the text but also in the teaching process. This alienation emerges in the form of cultural obscuration, cultural locking, and cultural decoration. It makes the cultural implication in large-scale online courses gradually reduce, and even goes to the opposite side of culture. Thus, by extracting the convolution layer of the trained VGG19 network model as a feature of a large-scale open curriculum, the proposed features are individually weighted and then connected. The separate features are again convolved and aggregated, and the response function is used to determine connectivity between the open culture courses of the network. Aiming at the problem of high dimensionality of cultural features after single-layer TSK fuzzy feature mapping, the concept of multi-layer progressive fusion is proposed. A fuzzy feature mapping method based on multi-layer progressive fusion is deduced, which effectively solves the data confusion problem caused by excessive feature dimension after mapping. Finally, combined with the unsupervised learning algorithm, the retrieval of large-scale network disordered culture courses is realized. Research shows that the algorithm can effectively identify online culture courses of overlapping scenes without detailed matching process and geometric verification. Compared with the classical fuzzy clustering method, the algorithm has superior and stable performance. [ABSTRACT FROM AUTHOR]

As heavy emphasis is placed on evidence-informed teaching to improve educational practice, developing educators' statistical literacy to facilitate data-driven decision-making becomes critical. However, there are few practical examples of how statistics can be taught to develop statistical literacy, especially in online courses. This article showcases an online statistics course designed for educators. To enhance conceptual understanding, instructional videos and embedded quizzes were utilised. To increase knowledge transfer, students were engaged in weekly discussions and data analysis exercises, in which statistical concepts were situated in professional and daily life contexts. [ABSTRACT FROM AUTHOR]

Evaluation skills are complex and require careful design to teach effectively. In our master's program in Instructional Design and Performance Technology, students experienced unnecessary difficulty in our evaluation course. To facilitate students' success, we redesigned the course using interactive media and the first principles of instruction, a comprehensive, research-based approach to creating quality teaching and learning. This article describes the obstacles identified in the initial evaluation course and how we worked to reduce their impact using interactive media and the first principles of instruction in the course redesign. We share course redesign results and make recommendations for designing evaluation courses. [ABSTRACT FROM AUTHOR]

This paper makes a contribution to extend accounting education literature by examining the impact of lecture video policy to study indirect-cost variances in an online undergraduate-level cost accounting course. This study finds that the use of lecture video policy has a positive impact on students’ participation in watching indirect-cost variance lecture videos. The research reports more students repeat watching indirect-cost variance lecture videos because indirect-cost variance analysis is the most challenging and difficult topic in this online cost accounting course. In general, the adoption of lecture video policy has a favorable impact on students’ perceptions about their progress. The results clearly demonstrate that students favor lecture-video-watching policy in this online cost accounting course. The implication of this study is that instructors may consider adopting lecture video policy in online upperlevel accounting classes, where students may feel more motivated to watch lecture videos to help their learning activities. [ABSTRACT FROM AUTHOR]

Although trauma-focused interventions are effective in treating patients with PTSD, they are not frequently used in clinical practice. To address this gap, the present study aimed to develop and evaluate a web-based training for trauma-focused therapy. Our main objective was to increase the knowledge and competencies of current and future licensed psychotherapists in the core procedures that have been identified as efficacious treatment components. The web-based training consists of modules on diagnostics and psychoeducation, disease models, evidence-based interventions, coping with difficulties in therapy, and exercises to promote self-care and mental hygiene. In a waitlist controlled evaluation study, therapists (N = 499) were randomized into either an intervention or a waitlist control group. Knowledge, competencies, self-efficacy expectations, and willingness to conduct trauma-focused therapy were assessed via self-report in both groups before and after training completion. Results indicate a relatively low dropout rate and a high level of satisfaction with the content and structure of the training. In comparison to the waitlist control group, participants who successfully completed the training showed a significantly greater improvement in subjective ratings of knowledge and perceived treatment competence, perceived emotional competence, self-efficacy, and willingness to conduct trauma-focused therapy. They also improved significantly in their results on the knowledge test. In sum, results of this feasibility study suggest that the web-based training is an acceptable program to increase knowledge and competencies in terms of trauma-focused interventions. Further research should focus on evaluating whether the training increases therapists' competence in terms of objectively rated clinical skills. Public Significance Statement: The results of the present study show that a web-based training in evidence-based trauma therapy is an accepted and feasible way to train clinicians in evidence-based trauma therapy. Web-based training in evidence-based trauma therapy leads to an increase of knowledge, competences, self-efficacy, and willingness to conduct trauma-focused therapy. Future studies should investigate if improved knowledge and enhanced skills actually have an impact on the implementation and effects of trauma therapy. [ABSTRACT FROM AUTHOR]

This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Medical Equipment Journal is the property of Chinese Medical Equipment Journal Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present mixed-methods research examined the identity and attitude of Iranian English language learners as a result of their participation in an online critical reflective course. The participants were 38 English language students who attended ten online sessions within a five-month English language course. Their online posts underwent inductive qualitative content analysis and subsequently five themes were extracted. In addition, the content of the first and last two sessions were analysed quantitatively. A validated questionnaire was also administered and 18 participants were interviewed. Qualitative and quantitative content analyses of the data revealed eight finalised codes. The analysis of the findings showed that although the participants' identity and attitudes did not undergo material changes, their awareness of the intercultural and interlingual issues, between Persian and English language and culture, was sharpened. In addition, their online identities proved to be not set off from their offline identities nor identical to them but interrelated. [ABSTRACT FROM AUTHOR]

With a notable growth in the number of students accessing online education and virtual schools, social studies educators and researchers should evaluate these educational platforms. This study involves a critical evaluation of U.S. History curriculum of Georgia Virtual School through Critical Race Theory, and contributes to the nascent literature on social studies online instruction. The results from this study illustrate a picture of Georgia Virtual School (GAVS) that coincides with research on race and racism in social studies education. In particular, analysis of the U.S. History course from GAVS shows race and racism are not addressed to the degree that Georgia Standards of Excellence require. In addition, traditionally marginalized groups, such as LatinX, Asian Americans and Native Americans, are given significantly less curricular coverage than African Americans. Racism is also presented as an overarching systemic problem. Overall, the data shows that GAVS U.S. History curriculum inadequately addresses the significance of race and racism in United States history. [ABSTRACT FROM AUTHOR]

Recently, colleges have begun to employ online learning courses for multiple participants. Consequently, students need to master online learning skills. To improve this teaching model, this study investigated the considerations and teaching patterns of two lecturers in the same multiparticipant online courses: 102 students in one course and 70 students in the second. The students' learning patterns and preferences were also investigated, especially the preferences of students with learning disabilities, the time they invested in learning, their insights, and their level of satisfaction with teaching-learning methods. Data were collected from in-depth interviews with the lecturers, a questionnaire for all their students, ten semistructured interviews with students at the end of the course, and the course forum correspondence and the course blog. Questionnaire responses underwent quantitative analysis with SPSS software. Interviews and responses to open questions underwent qualitative content analysis. Thematic categories were produced from data from the forums and blogs. The findings show a preference for small groups within the multiparticipant course, fewer targeted messages from the lecturer, and fewer multiple messages from colleagues. Both lecturers' and students' visibility and social presence improved in small groups as did the students' commitment to learning. However, in the large group, multiplicity of participants was advantageous, creating a large community of learners rich in "mass wisdom," but this required different course assignments and communication practices. Replacing less successful elements in each model (small groups vs. one large group) with more successful elements produces optimal teaching patterns for multiparticipant online courses and opens up further research. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Developing an English Academic Online Course for engineering is a complicated endeavor. The ultimate goal of any teacher or professor is to make the students learn circadian and consciously in order to remember the theory and to be able to apply it in the future job. Assessment of every progress of the student is almost impossible during a traditional course, taking into account the fact that the groups of students are quite large and the course or the seminar time is limited. Starting from these premises we have tried to develop an online course that gives the professor the opportunity to check, by means of computer, every progress in learning terminology in a foreign language. The structure of the course and the levels of learning are described in the paper. [ABSTRACT FROM AUTHOR]