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Purpose: Various online physical education activities and methods have been applied to colleges in the Philippines during the COVID-19 confinement. However, much remains unknown about the effects of the physical activity given to students. This study aimed to analyze the validity of online synchronous physical education classes using a progressive cardio workout program among college students. Method: One hundred and ninety-four physical education students enrolled in morning class voluntarily participated. Baseline and posttest measures included resting heart rates, training heart rates, heart rate recovery (HRR), and the YMCA 3-min step test (YMCA 3MST). Results: The progressive cardio workout program over the 8 weeks significantly improved the training heart rate of the participants, X2F(7) = 475.397, p =.001. Also, there is a significant difference between pretest HRR (Mdn = 24) from posttest HRR (Mdn = 16), W = 10,863, p <.001. The pretest HRR was significantly higher than the posttest HRR, the rank–biserial correlation, rB =.586, suggests that this is a large effect size. Further, the pretest YMCA 3MST (Mdn = 120.5) was significantly different from the posttest YMCA 3MST (Mdn = 116), W = 10,946, p <.001, the rank–biserial correlation, rB =.286, suggests that this is a small to medium effect size. Conclusion: This study demonstrated that the 8-week progressive cardio workout program significantly improves the participants' cardiorespiratory fitness based on the pre- and posttraining heart rate, HRR, and YMCA 3MST results. [ABSTRACT FROM AUTHOR]

Following trends in entertainment streaming services, online educational platforms are increasingly offering users flexible "on-demand" content options. It is important to understand how the timing of content release affects learning behaviors and firm revenue drivers. The current research studies over 67,000 users taking a marketing course before versus after a natural experiment in which the platform switched the course from a scheduled weekly-release format to an on-demand format with all content immediately available. The switch to on-demand positively impacted short-term firm revenue by increasing the number and proportion of certificate-paying users, suggesting that on-demand content can attract a broader set of consumers who value flexibility. On the downside, the switch resulted in users exhibiting lower lecture completion rates and quiz performance and taking fewer additional business courses on the platform, representing a long-term cost. The results were robust to propensity score matching and stratification. The analyses also revealed that on-demand content enabled learning patterns that deviated from a standard evenly paced schedule, including "strategic" binge learning and stretching out engagement past the recommended course period. Thus, while on-demand formats can boost revenues by bringing in more paying users, managers must consider new strategies for maintaining performance and engagement levels within these environments. [ABSTRACT FROM AUTHOR]

In the contemporary digital age, continued online learning behaviors have become indispensable for fostering employee development. However, the learning and development literature predominantly focuses on traditional instructor‐led approaches. It remains unclear how organizations can shape employees' learning behaviors, particularly in the context of online learning. The current study clarifies this underexplored research area by investigating how organizational investment in employee developmental climate (IEDC) can promote employees' continued online learning behaviors. Drawing on social influence theory and employing a multilevel research design, we find empirical support for our research model, which specifies that IEDC positively affects employees' continued online learning behaviors through the effect of normative pressure. The findings also reveal the moderating role of online learning facilitating conditions. Specifically, in firms characterized by higher levels of online learning facilitating conditions, the positive relationship between IEDC and normative pressure becomes more pronounced when compared to organizations with lower levels of such facilitating conditions. [ABSTRACT FROM AUTHOR]

In Spring 2020, colleges across the nation swiftly transitioned their operations—including both classes and student support services—to remote delivery on an emergency basis in response to the crisis posed by the COVID-19 pandemic. While prior research has documented that the transition was associated with decrements in student outcomes, there remains limited understanding of the organizational factors that might have mitigated these negative associations during the pandemic. Drawing on administrative data from the California Community College system, along with a novel survey conducted among distance education leaders, our study reveals that the degree of declines in course completion and course passing rates varied based on pre-COVID online education resources (such as the ratio of distance education personnel to students and the availability of pre-COVID professional development programs in online learning): Colleges with greater pre-COVID online resources experienced more modest declines in student performance. To a lesser extent, we also found that declines in student performance during the onset of the pandemic varied depending on the responses implemented in reaction to the pandemic, such as the extent of technology delivery to students. The implications of our findings extend to the realm of planning for the continuity of operations in potential future crises.

Although educators in the field of kinesiology implement online education in various forms, online education rarely receives attention in literature. The purpose of this study is to explore online courses in the subject matter of kinesiology through the community of inquiry framework. This mixed-method study adopted a multiple case study approach collecting data using survey, learning management system analysis, and semi-structured interviews. The analysis of the quantitative and qualitative data revealed that instructors shared high intentions toward the implementation of teaching and cognitive presences. The online instructors expressed much lower levels of intentions to support the social presence. The authors suggest online instructors be mindful of students' engagement that is bound to the interplay of different types of learning activities. This study is expected to serve as a meaningful contribution to the understanding of the status of online teaching and learning in the field of kinesiology. [ABSTRACT FROM AUTHOR]

This paper reconceptualizes student engagement with course readings in management education. We challenge the perception of assigned readings as a solely student-centered issue, and propose a codesign approach that emphasizes the relational and intersubjective nature of various stakeholders contributing to the engagement design. The paper extends prior research by identifying concepts of quality of participation, connecting practices, and digital engagement that impact meaningful engagement with course readings. Grounded in action research theory, we propose a framework to design meaningful student engagement that is structured around six dimensions: (1) usefulness, (2) enjoyment, (3) quantity, (4) access, (5) intent, and (6) participative integration. These dimensions are entangled and viewed through three lenses: (a) what, (b) how, and (c) why. This paper presents theoretical and practical contributions, and importantly offers a paradigm shift in how educators and educational developers can enhance engagement with course readings in management education and beyond. [ABSTRACT FROM AUTHOR]

We prove novel algorithmic guarantees for several online problems in the smoothed analysis model. In this model, at each time step an adversary chooses an input distribution with density function bounded above pointwise by \(\tfrac{1}{\sigma }\) times that of the uniform distribution; nature then samples an input from this distribution. Here, σ is a parameter that interpolates between the extremes of worst-case and average case analysis. Crucially, our results hold for adaptive adversaries that can base their choice of input distribution on the decisions of the algorithm and the realizations of the inputs in the previous time steps. An adaptive adversary can nontrivially correlate inputs at different time steps with each other and with the algorithm's current state; this appears to rule out the standard proof approaches in smoothed analysis. This paper presents a general technique for proving smoothed algorithmic guarantees against adaptive adversaries, in effect reducing the setting of an adaptive adversary to the much simpler case of an oblivious adversary (i.e., an adversary that commits in advance to the entire sequence of input distributions). We apply this technique to prove strong smoothed guarantees for three different problems: (1) Online learning: We consider the online prediction problem, where instances are generated from an adaptive sequence of σ-smooth distributions and the hypothesis class has VC dimension d. We bound the regret by \(\tilde{O}(\sqrt {T d\ln (1/\sigma)} + d\ln (T/\sigma))\) and provide a near-matching lower bound. Our result shows that under smoothed analysis, learnability against adaptive adversaries is characterized by the finiteness of the VC dimension. This is as opposed to the worst-case analysis, where online learnability is characterized by Littlestone dimension (which is infinite even in the extremely restricted case of one-dimensional threshold functions). Our results fully answer an open question of Rakhlin et al. [64]. (2) Online discrepancy minimization: We consider the setting of the online Komlós problem, where the input is generated from an adaptive sequence of σ-smooth and isotropic distributions on the ℓ2 unit ball. We bound the ℓ∞ norm of the discrepancy vector by \(\tilde{O}(\ln ^2(\frac{nT}{\sigma }))\). This is as opposed to the worst-case analysis, where the tight discrepancy bound is \(\Theta (\sqrt {T/n})\). We show such \(\mathrm{polylog}(nT/\sigma)\) discrepancy guarantees are not achievable for non-isotropic σ-smooth distributions. (3) Dispersion in online optimization: We consider online optimization with piecewise Lipschitz functions where functions with ℓ discontinuities are chosen by a smoothed adaptive adversary and show that the resulting sequence is \(({\sigma }/{\sqrt {T\ell }}, \tilde{O}(\sqrt {T\ell }))\) -dispersed. That is, every ball of radius \({\sigma }/{\sqrt {T\ell }}\) is split by \(\tilde{O}(\sqrt {T\ell })\) of the partitions made by these functions. This result matches the dispersion parameters of Balcan et al. [13] for oblivious smooth adversaries, up to logarithmic factors. On the other hand, worst-case sequences are trivially (0, T)-dispersed.1 [ABSTRACT FROM AUTHOR]

The aim of this study was to determine factors associated with participation of community-dwelling older Australians (≥65 years) in the Exercise Right for Active Ageing program, consisting of 12 low- to moderate-intensity group exercise classes, delivered weekly, in person or online, by accredited exercise scientists and physiologists across Australia. Out of 6,949 participants recruited, 6,626 (95%) attended one or more classes and were included in the primary analysis, and 49% of participants attended all 12 classes. Factors associated with higher class attendance included participation in yoga/flexibility/mobility classes, attendance at a free trial class (adjusted incidence rate ratio [95% confidence interval]: 1.05 [1.03, 1.08]), and attending online classes (1.19 [1.11, 1.26]). Factors associated with lower class attendance included state of residence, living in inner regional areas (0.95 [0.93, 0.98]), and having two or more comorbidities (0.97 [0.95, 0.99]). High class attendance suggests that the Exercise Right for Active Ageing program was well received by older Australians, particularly in states less impacted by COVID-19 lockdowns. [ABSTRACT FROM AUTHOR]

This paper begins with the introduction of online education development in U.S. higher education. It examines the challenges of online learning, highlighting that online education often yields poorer outcomes, with lower completion rates and fewer educational learning outcomes. It identifies key determinants impacting online learning outcomes: student agency, the level of interaction within online courses, and digital literacy. The study emphasizes the importance of professional development (PD) for online instructors, especially in community colleges.Critical pedagogy serves as the conceptual framework for the PD, advocating for educational systems that empower students and teachers to challenge oppressive structures and to contribute to educational equity. It stresses the need for instructors to be facilitators of learning, promoting active dialogue and collaborative knowledge construction. The paper discusses scaffolding strategies, promoting student agency, enhancing interaction, and integrating technology-enhanced learning (TEL) as essential components of PD for online instructors.The paper concludes by arguing for the necessity of humanizing online education, aligning it with the principles of critical pedagogy to create more inclusive and empathetic online classrooms. It suggests that as online education evolves, there is a responsibility to ensure that PD programs reflect these humanizing principles, contributing to a more equitable and reflective education system.

BACKGROUND: Many surgeons use online videos to learn. However, these videos vary in content, quality, and educational value. In the setting of recent work questioning the safety of robotic-assisted cholecystectomies, we aimed (1) to identify highly watched online videos of robotic-assisted cholecystectomies, (2) to determine whether these videos demonstrate suboptimal techniques, and (3) to compare videos based on platform. METHODS: Two authors searched YouTube and a members-only Facebook group to identify highly watched videos of robotic-assisted cholecystectomies. Three members of the Society of American Gastrointestinal and Endoscopic Surgeons Safe Cholecystectomy Task Force then reviewed videos in random order. These three members rated each video using Sanford and Strasbergs six-point criteria for critical view of safety (CVS) scoring and the Parkland grading scale for cholecystitis. We performed regression to determine any association between Parkland grade and CVS score. We also compared scores between the YouTube and Facebook videos using a t test. RESULTS: We identified 50 videos of robotic-assisted cholecystectomies, including 25 from YouTube and 25 from Facebook. Of the 50 videos, six demonstrated a top-down approach. The remaining 44 videos received a mean of 2.4 of 6 points for the CVS score (SD = 1.8). Overall, 4 of the 50 videos (8%) received a passing CVS score of 5 or 6. Videos received a mean of 2.4 of 5 points for the Parkland grade (SD = 0.9). Videos on YouTube had lower CVS scores than videos on Facebook (1.9 vs. 2.8, respectively), though this difference was not significant (p = 0.09). By regression, there was no association between Parkland grade and CVS score (p = 0.13). CONCLUSION: Publicly available and closed-group online videos of robotic-assisted cholecystectomy demonstrated inadequate dissection and may be of limited educational value. Future work should center on introducing measures to identify and feature videos with high-quality techniques most useful to surgeons.

Effective teamwork is critical in today's workplace, and management education plays a vital role in preparing students to work in teams. As a result, student teams are increasingly used in management courses. Research indicates that most teams operate virtually (i.e., rely on technology-mediated communication) to some degree. However, the potential negative impact of virtuality in on-campus student teams is often overlooked, with a focus instead on studying entirely virtual teams with geographically dispersed members in online classes. We raise awareness in management education about the extent and impact of team virtuality in on-campus student teams, as well as strategies to mitigate its potentially harmful effects. Using a sample of on-campus student teams, we find substantial variation in team virtuality that negatively relates to team performance through team information sharing. We also find a positive relationship between team virtual communication behaviors and team information sharing, offsetting virtuality's negative effect. Our results have important theoretical implications for management education research involving student teams and virtual team research. We discuss practical guidance for management educators, instructional designers, and administrators to enhance on-campus student teams' performance. [ABSTRACT FROM AUTHOR]

Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students' physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students' physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced. [ABSTRACT FROM AUTHOR]

Exercise is the single most effective strategy to reduce the risk of falls. Online classes have grown in popularity, but the benefits of online classes remain unknown. Zoomers on the Go is a peer-led 12-week exercise program offered twice weekly to adults 50+ years old. The main outcome was lower body strength measured by the 30-s chair stand test. Other outcomes included dropout, attendance, balance, cardiorespiratory fitness, and perceived health. A total of 74 participants (age 66.3 ± 7.1 years) in the online group and 84 participants in the in-person group (age 67.3 ± 7.2 years) completed the program, with attendance for the online group. Both groups significantly improved their 30-s chair stand, cardiorespiratory fitness, and balance (p <.001) with no difference in functional benefits between groups. The in-person group improved their perceived health and significantly reduced levels of stress and depression, while no such changes were observed in the online group. [ABSTRACT FROM AUTHOR]

Online exercise programming has become increasingly popular in recent years, including for older adults. Instructors hold unique perspectives on such programming that could yield important insights for effective program design and delivery. The purpose of this study was to qualitatively examine instructors' perceptions and experiences teaching exercise classes online to older adults. Using qualitative description, 19 instructors from a community exercise program for seniors completed a one-on-one semistructured interview. We analyzed data using reflexive thematic analysis and generated three main themes: (a) characteristics of effective online instructors, (b) challenges to delivering online exercise programming to older adults, and (c) future of online exercise programming. Most participants enjoyed delivering online exercise classes and developing the unique skills (particularly related to fostering social experiences and engaging with participants) required to be effective online exercise instructors. Our findings speak to the importance of ensuring instructors are adequately trained to deliver online exercise to seniors. [ABSTRACT FROM AUTHOR]

Research into the psychology of coaching has been somewhat neglected in comparison to research on the psychological development of athletes. The purpose of this study was to examine the effects of a brief online rational-emotive-behavioral-therapy (REBT) program on coach irrational beliefs and well-being. Coaching staff from an elite international canoeing team (N = 4) took part in a three-session (30- to 40-min) REBT program. Participants completed measures of irrational beliefs and mental well-being at preintervention, postintervention, and follow-up (1 month) time points. Visual analyses and social validation revealed that the intervention reduced irrational beliefs and enhanced mental well-being in two participants. However, REBT was more effective for some coaches than others, and follow-up data indicated a return to base levels in some coaches. Limitations and recommendations for future research are discussed, alongside practitioner reflections. [ABSTRACT FROM AUTHOR]

In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asias large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (?

Amid the pandemic, the quality of international higher education has seen a decline, due in part to the challenges posed by online classes, and the behaviour associated with international student mobility (ISM) is deemed to present significant health risks. Most of the existing research primarily focuses on examining the impact of the pandemic on students' mobility experiences, with little consideration given to the influence of family in the educational migration process in these unique circumstances. Through semi-structured interviews with 18 Chinese postgraduates enrolled in UK universities during 2020–2021, this study reveals that familial connections in the host country have become significant determinants for migration decisions during the pandemic. Additionally, it underlines the reciprocal nature of migration decisions, with individual migration behaviour impacting the lives of their family members, leading to behavioural changes driven by the principles of 'responsibility' and 'solidarity.' [ABSTRACT FROM AUTHOR]

In this Point of Departure, we will present six key concepts, grouped into the following three dimensions which are salient for incorporating a cyberfeminist perspective into online higher education: Critical technologies (Platform capitalism and Digital gender gaps), Gendered gazes (Digital gender-based violence and Safer spaces) and Cyberfeminist pedagogies (Design justice and Cyberfeminist online teaching). This is relevant given the scarcity of quality literature on online higher education analysing aspects such as gender equity, inclusion and diversity. Incorporating a creative cyberfeminist perspective (CyberFem) contributes to enriching views on the quality of the modality of education, as well as giving visibility to conflicts and biases that can lurk behind the screens and physical distance inherent to this modality. Furthermore, it connects this modality of studies to current debates on ethics, data use, privacy, algorithmic biases and online violence. As a result, the quality of this modality of study will improve. [ABSTRACT FROM AUTHOR]

Sleep concerns have become increasingly common over the past few decades. This study outlines the perceived needs and gaps in pediatric sleep education, drawing insights from a diverse international cohort of pediatric sleep health professionals. International Pediatric Sleep Association (IPSA) members were invited to complete an online survey examining a variety of topics related to pediatric sleep education developed by the education committee. There were 111 survey respondents, largely comprised of medical healthcare providers, representing 39 countries. The majority of respondents worked with children and adolescents aged 0–18 years and endorsed the importance of both comprehensive and developmentally appropriate screening for sleep issues in clinical practice, ranging from bedtime behaviors and daytime dysfunction to sleep-related breathing and movement disorder symptoms. Respondents also stressed the importance of including diverse topics in pediatric sleep education, including behavioral sleep issues and sleep in neurodevelopmental disorders, thus underscoring the need for comprehensive training programs. Participants advocated for improved access to screening tools and intervention protocols. There was an identified notable gap in formal sleep education during professional training. Potential barriers identified included time constraints and a lack of resources. Preferences for training online and through professional organization websites underscored the importance of accessible learning platforms. Integrating online resources into education programs could enhance accessibility and engagement. The demand for enhanced sleep education underscores the complexity and significance of pediatric sleep health and highlights an urgent need for tailored and accessible sleep education programs to address the multifaceted challenges in pediatric sleep. Addressing educational needs helps cultivate a skilled workforce to manage pediatric sleep disorders and promote healthy sleep practices. Teaching activities and collaboration play crucial roles in advancing the pediatric sleep community. [Display omitted] • Pediatric sleep professionals emphasize the growing need for comprehensive sleep education. • Respondents identified gaps in sleep education during training, particularly on behavioral issues and neurodevelopmental disorders. • Respondents advocated for the availability of sleep screening tools, interventions, and online training via professional platforms. [ABSTRACT FROM AUTHOR]

During the coronavirus pandemic, internet spaces became important sites of teaching PE remotely. This paper contributes to a better understanding of the emergency online pedagogies transpiring in these internet spaces and the role that digital resources gained in them. We focus on webpages on the platform Padlet.com, which have been identified but not yet investigated as relevant spaces for pedagogical encounters in German-speaking remote PE. Using a theory of practice approach to pedagogy and focusing on discursive practices of responsibilization, we investigate which responsibilities are claimed for PE as a subject, for teachers, students and digital resources on these webpages, and how these parties are thereby related to each other and positioned as recognizable subjects/actors of remote PE. Our qualitative discourse analysis of 14 Padlet webpages (755 posts combined) reveals that the online pedagogy on these webpages is characterized by the discursive positioning of (i) PE as being responsible for activity and sport under special conditions, (ii) teachers as subjects responsible for organizing PE and activating students while delegating pedagogical responsibilities to them and to digital resources, (iii) students as subjects who should care for themselves by taking responsibility for the processes and results of their physical activities and (iv) digital resources as important actors located between education, sport culture and internet economy. Discussing these results, we argue that exploring the actual ways and forms of performing pedagogical responsibility can yield important insights into the social constitution of – increasingly digitized – PE, its social relations, subject positionings and pedagogies. [ABSTRACT FROM AUTHOR]

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]

The COVID-19 pandemic induced a marked transformation in higher education worldwide in the wake of social distancing. From course delivery to pedagogical style and student assessment, the educational landscape has altered, necessitating more creative and compatible approaches to support student learning. Intertwined with this phenomenon are the systemic, pedagogical, and technological challenges for the faculty supervising field students in the digital environment. Social work education is no exception. This article offers a brief overview of pandemic and post-pandemic related literature of online social work field education, shares faculty field educators' reflections on challenges and opportunities associated with remote field supervision, and offers recommendations for future delivery during a pandemic or natural disaster, such as using a trauma-informed lens and Spiritually Informed Pedagogy for teaching and field supervision. [ABSTRACT FROM AUTHOR]

An online screening tool and virtual patient education improved the identification of candidates for hereditary cancer testing and significantly improved the rate of genetic testing completion. OBJECTIVE: To use online screening and virtual patient education tools to improve the provision of hereditary cancer risk assessment. METHODS: We conducted a prospective, single-arm study in which clinicians at five U.S. community obstetrics and gynecology practices underwent an 8-week observation followed by 3−4 weeks of training on online patient screening and virtual patient education (prerecorded video with or without a genetic counselor phone call) for genetic testing–eligible patients. After a 4-week practice period, hereditary cancer risk assessment and patient education metrics were collected at 8 weeks and compared with preintervention metrics using univariate conditional logistic regression models stratified by site. The primary outcome was the change in genetic testing completion rate. Clinicians and patients were invited to complete a satisfaction survey. RESULTS: A total of 5,795 and 5,135 patients were seen before and after the intervention, respectively. The proportion of screened patients meeting testing guidelines increased from 21.6% before the intervention to 28.2% after the intervention (odds ratio [OR] 1.36, 95% CI, 1.26–1.47, P <.001). Guideline-eligible patients were significantly more likely to be offered genetic testing (59.1% vs 89.1%, OR 2.06, 95% CI, 1.87–2.27, P <.001), to submit a sample (32.9% vs 45.0%, OR 1.49, 95% CI, 1.27–1.74, P <.001), and to complete testing (16.0% vs 34.2%, OR 2.38, 95% CI, 2.00–2.83, P <.001). Most clinicians agreed or strongly agreed that the screening tool improved the identification of patients meeting hereditary cancer risk assessment guidelines (92.1%), saved time (64.9%), and was easy to incorporate (68.4%) and that patient education improved their ability to deliver hereditary cancer risk assessment standard of care (84.2%). Most patients agreed or strongly agreed that virtual education helped them understand the purpose (91.7%) and implications (92.6%) of genetic testing. CONCLUSION: A guideline-based online patient screening tool and virtual patient education were well received. The online tool enabled identification of significantly more guideline-eligible candidates for hereditary cancer risk assessment, and education improved patients' genetic literacy. Together, these tools ultimately improved the genetic testing completion rate. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has forced a shift from traditional face-to-face instruction to online learning. We analyze how this shift has affected learning outcomes, using a rich data set from a financial literacy training of schoolteachers in Armenia. Online training worked well for relatively simple skills (acquiring theoretical financial knowledge) but less well than in-person training for more complex tasks (learning how to teach financial literacy to students). We also found that the deterioration of training success in the online cohort is stronger among social studies teachers than among math teachers. [ABSTRACT FROM AUTHOR]

Using Multilevel Job Demand-Resources theory, this research explores how crisis influenced perceptions about academic work engagement at individual, team, and organisational levels. The COVID-19 crisis led universities to make significant changes in response to health and fiscal impacts. Changes included restructuring, job shedding, and pivoting to online teaching which affected psychological well-being, and myriad affective outcomes. Thirty-six participants discussed COVID-19, changes in their university, effects on their work, and coping strategies. At the organisational level, participants consider their universities, specifically university leaders and leadership practices, afford limited resources to support responses to crisis and change leading to excessive job demands, negative health outcomes, and low motivation. At the team level, strong team relationships and supportive leaders were identified as important job resources to mitigate against some demands. At the individual level both coping and self-undermining practices were identified to manage demands. The implications on academic work engagement are elaborated. [ABSTRACT FROM AUTHOR]

Deep neural networks are vulnerable to adversarial examples. Adversarial training (AT) is an effective defense against adversarial examples. However, AT is prone to overfitting which degrades robustness substantially. Recently, data augmentation (DA) was shown to be effective in mitigating robust overfitting if appropriately designed and optimized for AT. This work proposes a new method to automatically learn online, instance-wise, DA policies to improve robust generalization for AT. This is the first automated DA method specific for robustness. A novel policy learning objective, consisting of Vulnerability, Affinity and Diversity, is proposed and shown to be sufficiently effective and efficient to be practical for automatic DA generation during AT. Importantly, our method dramatically reduces the cost of policy search from the 5000 h of AutoAugment and the 412 h of IDBH to 9 h, making automated DA more practical to use for adversarial robustness. This allows our method to efficiently explore a large search space for a more effective DA policy and evolve the policy as training progresses. Empirically, our method is shown to outperform all competitive DA methods across various model architectures and datasets. Our DA policy reinforced vanilla AT to surpass several state-of-the-art AT methods regarding both accuracy and robustness. It can also be combined with those advanced AT methods to further boost robustness. Code and pre-trained models are available at: https://github.com/TreeLLi/AROID. [ABSTRACT FROM AUTHOR]

The article discusses the impact of media and technology on children, adolescents, caregivers, educators, policymakers, and workers in the US. It highlights Bronfenbrenner's ecological systems theory as a framework to understand how media influences child development through various systems. The commentary suggests that researchers should consider all ecological systems when studying media effects and offers practical ways to enhance research methodologies in the field of Children & Media. The author, Lisa B. Hurwitz, emphasizes the importance of evolving scholarship to reflect the pervasive role of media in contemporary society and looks forward to ecologically valid research inspired by Bronfenbrenner's theoretical work. [Extracted from the article]

Online learning has accentuated the role and interaction of numerous educational and psychological factors among students, especially undergraduates. Psychological resilience, as an evaluative factor of mental health, has been confirmed in previous studies as having an effect on undergraduates' online learning performance and satisfaction. However, the mediating mechanisms should be further explored to fully understand the relationship between psychological resilience and online learning performance, as well as between psychological resilience and online learning satisfaction. To fill this gap, this study proposed a mediation model which included academic burnout as the mediating variable to clarify the relationships among psychological resilience, online learning performance and satisfaction. A total of 807 Chinese undergraduates with long-term experience of online learning voluntarily participated in this study. They completed the self-report measures of psychological resilience, online learning performance and satisfaction, as well as academic burnout. Results showed that in online learning, undergraduates' psychological resilience was negatively related to their academic burnout, psychological resilience was positively related to online learning performance and satisfaction, academic burnout was negatively related to online learning performance and satisfaction, and academic burnout mediated the effect of psychological resilience on online learning performance and satisfaction. The findings of this analysis offer practical guidance implications for undergraduates to improve their online learning, and provide theoretical support for instructors to focus on undergraduates' psychological status. [ABSTRACT FROM AUTHOR]

To promote motivation and interaction among learners for relationship education in online learning, we designed a digital gamified learning activity for relationship education combined with conceptual and reflective scaffolding. We measured the learning achievement of learners' knowledge, motivation, anxiety and flow during the activity. This study used a quasi-experimental method and consisted of a control group (traditional distance learning), experimental group A (gamification with conceptual scaffolding), and experimental group B (gamification with conceptual scaffolding and reflective scaffolding), with a total of 80 participants. The results of the study indicated that learners using this gamification design had high flow and low anxiety, and were more motivated to learn than when using traditional distance learning. The results indicated that all three groups scored significantly higher on the posttest of learning achievement than on the pretest. The two experimental groups were significantly more motivated than the control group, which means that the distance gamified relationship education activity was more motivating than the general distance learning approach. This study also found that experimental group B may have engaged in more reflection and discussion due to the additional reflective scaffolding, as the approach facilitated the use of conceptual scaffolding and promoted learners' cognitive thinking and refinement of knowledge. [ABSTRACT FROM AUTHOR]

This study investigates the impact of cosmopolitanism's sub-dimensions (cultural, ethical, transnational media usage, and inclusive communication cosmopolitanism) and digital readiness on Korean university faculty members' intention to embrace globalization and online education. A questionnaire was administered via the University Innovation Support Project to faculty members from 146 South Korean universities in September 2021. Analyzing responses from 227 participants, the study reveals that ethical cosmopolitanism and transnational media usage cosmopolitanism positively influence globalization intention, while ethical cosmopolitanism and inclusive communication cosmopolitanism have significantly enhanced online education intention. Furthermore, digital readiness has direct positive effects on both intentions and exhibits positive interaction effects with some sub-dimensions of cosmopolitanism on globalization and online education intentions. The study concludes by discussing the theoretical and practical implications of these findings for enhancing global competency in higher education. [ABSTRACT FROM AUTHOR]