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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]

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]

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]

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]

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]

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]

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]

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]

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]

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 (?

In 2021, the assessment-data management librarian at Lehman College Library decided to conduct a privacy audit of the Library's public computers and networks. This audit comprised one of the Library's two annual formal assessments of resources and services. The American Library Association's (ALA) Library Privacy Checklist for Public Access Computers and Networks was selected to review 17 key items related to protecting user privacy and confidentiality. Faculty and staff from Circulation, Library Technology, and Online Learning identified 10 indicators needing work. Suggestions are provided for collaboratively resolving these issues and future steps are described to continuously maximize the online security of the campus community. [ABSTRACT FROM AUTHOR]

With the increasing prevalence of technology-enhanced learning environments, self-regulated learning (SRL) has become a crucial skill for management students and graduates in the 21st century. Self-regulated learners can take control of their own learning process by setting learning objectives and selecting appropriate learning strategies. As a result of the recent COVID-19 crisis, universities were compelled to shift to online course delivery, which greatly reduced social interaction between educators and learners and challenged educators' feedback practices. To address this issue, we developed and embedded a technology-based intervention with temporal-proximate and regular formative feedback assessments in a large-scale management course to promote graduate students' SRL practices. We evaluated the intervention in a quasi-experiment, which found that students with the embedded SRL intervention had higher self-assessment and learning outcome scores and lower absolute self-assessment deviation. Our study makes at least three contributions. First, we shed light on students' SRL strategies in times of emergency remote learning, highlighting their extensive need for social support and comparison. Second, we extend the literature on SRL and social-cognitive theory by unveiling a hidden effect when embedding temporal-proximate and regular interventions. Third, we contribute an empirically evaluated intervention to foster students' SRL in blended learning and online pedagogies. [ABSTRACT FROM AUTHOR]

Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation’s public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in servie to their mission.

The pandemic has altered accounting education with the widespread adoption of remote evaluation platforms. We apply the lens of the fraud triangle to consider how the adoption of remote evaluation influences accounting students' ethical values by measuring the incidence of cheating behavior as well as capturing their perceptions of their opportunity to cheat and their rationalization of cheating behavior. Consistent with prior research, our results show that cheating is higher in the online environment compared to remote evaluation, although the use of proctoring software in online evaluation appears to mitigate but not eliminate students' the unethical behavior. However, cheating was not reduced when students attest to an honor code during the beginning of an exam. Nonetheless, we find that the use of both proctoring software and honor codes reduces students' perceptions of opportunity and rationalization of cheating behavior. It follows that the remote evaluation environment may unintentionally be negatively influencing the ethicality of students and future accounting professionals by promoting cheating behavior and, by so doing, negatively influencing the development of unethical values of accounting students and future accounting professionals. Educators should consider the use of appropriate educational interventions to reduce the incidence and opportunities for unethical behavior and, by so doing, help promote the development of ethical values in future accounting professionals. Further implications for teaching and the accounting profession are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to understand the lived experiences of seasoned language instructors in online teaching. The study employed a qualitative research design using a phenomenological approach with 10 participants selected through purposive sampling from higher educational institutions in General Santos City. Results revealed that seasoned language instructors had negative and positive views on challenges in online teaching. They view the challenges as technological hurdles, situations that evoke uncertainty, limit students' participation, and prevalence of dishonesty. Additionally, language education becomes complex. On a positive note, these challenges promote innovative learning and serve as motivating factors that ignite passion for teaching. Coping mechanisms employed by seasoned language instructors encompass seeking help and collaboration, maintaining open-mindedness and introspection, participating in seminar workshops, sustaining a work-life balance, keeping a positive outlook, and seeking divine providence. Furthermore, their insights on improving online teaching accentuate the importance of learning by doing, upgrading technological skills, and pedagogical creativity, seeking peer support, and emphasizing the need for school administrators to be responsive to the evolving demands of online education. Thus, adjusting to online teaching requires passion and commitment to overcome the hurdles. It requires educators to be lifelong learners to be effective in practicing the teaching profession in virtual platforms. [ABSTRACT FROM AUTHOR]

AbstractTeachers’ approaches to teaching have been proved to influence students’ learning outcomes in face-to-face teaching. It is necessary to extend the research to approaches to teaching in online environments, as few empirical studies have been conducted for this mode of study. This study aimed to characterize lecturers’ approaches to teaching in two distinct forms of online teaching in distance education courses and examine the influences upon the approaches to online teaching adopted. Data were collected from interviews with fourteen lecturers in a Vietnamese regional university and analyzed using a grounded theory approach. The study revealed a framework for approaches to online teaching with one motivation and seven strategy components. System-level design issues were found to impact upon approaches to online teaching, so components of synchronous/asynchronous teaching and craft/industrialized system were added to the framework. [ABSTRACT FROM AUTHOR]

The education system has sought ways to deliver quality education using different means and platforms. This study dives into the various experiences of students in hybrid learning. This study focuses on students' experiences with hybrid learning, including the difficulties they overcame, the adjustments they had to make, the lessons they learned from engaging in this type of learning that combines in-person and online classes, as well as their perceptions of their learning environment and general well-being as learners. The researchers aim to elucidate the challenges they have encountered and surpassed, and the obstacles they have adapted to achieve success during hybrid learning, which is still a rather fresh form of learning for most students and teachers alike. The study not only aims to assist in marking hybrid learning as a feasible and effective mode of learning, but also wishes to relay the difficulties students have faced and overcome, and the perceived strengths and weaknesses of the two primary modes of learning we have discussed. The researchers employed qualitative research techniques and the phenomenological approach in conducting this study. The researchers utilized purposive sampling and interviewed 10 students from NU Fairview to gather the data and understand the actual experiences of students, their preferences, their perceptions, and the things they have done during the transition to hybrid learning due to uncontrollable events like a pandemic. In the study, thematic analysis was used by the researchers to examine the interview-based data. Through this process, we were able to focus on four key themes: "Accepting the Hybrid Shift," "Hybrid Hurdles," "Beyond the Screen," and "Finding Balance." These themes covered the essence of the students' experiences, difficulties encountered as well as obstacles surmounted, perspectives, adaptations in adjustments, as well as comparisons and insights related to hybrid learning. The findings of this study satisfy and justify the research by illuminating hybrid learning's characteristics informing educators and educational institutions on how to enhance student experiences and maximize learning outcomes in this style of hybrid learning. [ABSTRACT FROM AUTHOR]

Background: Online learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses' learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses' EBP competence. Methods: A quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk's seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student's t-tests, and a two-way repeated measures analysis of covariance (ANCOVA). Results: The analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p < 0.001). Regarding skills, the IG had a mean score of 24.24 (SD = 3.8), while the CG scored 23.01 (SD = 3.1) (p = 0.008). For utilization, the mean score in the IG was 36.77 (SD = 6.8), and the CG was 33.12 (SD = 6.3) (p = 0.005). Overall competence also showed a statistically significant difference, with the IG achieving a mean score of 141.22 (SD = 20.0) compared to the CG with a mean score of 130.34 (SD = 16.7) (p < 0.001). Conclusions: Training through an online education platform for three months (72 h) is an effective tool for improving the competence in Evidence-Based Practice (EBP) of clinical nurses. A significant increase was observed in knowledge and moderate improvements in skills and the application of EBP. These online courses, adapted to the needs of professionals, can be an efficient way to prepare nurses and improve their application of EBP in a clinical setting. [ABSTRACT FROM AUTHOR]

Purpose: To describe the development and content validation of the Upper Limb-Motor Learning Strategy Tool (UL-MLST) that aims to guide clinicians on how to implement and document the motor learning strategies used in the upper limb therapy approaches for children with cerebral palsy. Methods: The study consists of two main stages (1) item generation and development and (2) content validation and refinement. The UL-MLST Online Training Program, Manual and Checklist were developed by the authorship group in stage one. In stage 2, two experts evaluated the UL-MLST regarding the Relevance, Coherence, and Significance of the individual strategies and whether the tool is Relevant, Comprehensive, and Clinically useful. Results: Of sixty-two strategies included in the UL-MLST, 52 strategies were rated as being either "Moderately" or "Highly" Relevant, Coherent, and Significant. Ten strategies did not achieve mutual agreement; however, they did not meet the criteria for deletion and were revised according to expert feedback. Overall, the UL-MST was judged to be Relevant, Comprehensive, and Clinically useful. Conclusions: The UL-MLST provides a valid tool to support clinicians in the implementation of the motor learning strategies for children with cerebral palsy. IMPLICATIONS FOR REHABILITATION: The Upper Limb- Motor Learning Strategy Tool (UL-MLST) Online Training Program, Manual, and Checklist provide a comprehensive package of resources to support the application of motor learning strategies in upper limb therapy for children with cerebral palsy. The UL-MLST provides clinicians with a valid tool for self-appraising the implementation of motor learning-based therapies. The tool has the potential to improve fidelity, enhance the quality, and ensure consistency of evidence-based, task-focused approaches of therapy. [ABSTRACT FROM AUTHOR]

Background: Aging is the primary risk factor for sarcopenia and mobility limitations. Exercise reduces these risks, but older adults have low levels of participation in physical activity and exercise. We investigated the preliminary effectiveness of a live, online exercise program on community-dwelling older adults' physical activity levels. Methods: A mixed-method pilot randomized controlled trial was conducted according to CONSORT 2010 statement: extension for pilot and feasibility trials. Sedentary older adults (65–80 years) were randomly assigned to the online exercise intervention (ACTIVE) or a waitlist control (CON) group. Outcomes were measured pre-randomization and following the 8-week intervention for ACTIVE and CON and two months following the end of the intervention for the ACTIVE group. Outcomes included habitual physical activity levels, depression, anxiety, loneliness, life-space mobility, nutrition risk, and feasibility. All participants were invited to participate post-intervention in individual semi-structured qualitative interviews. Reporting of the qualitative research followed the checklist for the Consolidated Criteria for Reporting research. Results: Seventeen older adults (71% women) were allocated to ACTIVE group, while 15 were allocated to CON group (87% women). Following the intervention, participants in the ACTIVE group reported reduced symptoms of depression (ACTIVE: pre = 4.2 ± 2.5; post = 2.2 ± 1.9; CON: pre = 3.5 ± 2.1, post = 3.5 ± 2.1; p <0.001) and improved life-space mobility (ACTIVE: pre = 62.4 ± 14.7; post = 71.8 ± 16.0; CON: pre = 65.1 ± 19.0, post = 63.6 ± 22.0; p = 0.003) compared to waitlist control participants. The ACTIVE group had good adherence (97%) and acceptability (98%). Twenty-two participants participated in qualitative interviews. Five themes were identified, including (1) Feasibility of the online exercise program; (2) Perceived health benefits and improvements; (3) Registered Kinesiologists and Physiotherapists contributed to perceived safety; (4) Social connectivity associated with synchronous/live delivery; and (5) Growing old gracefully and preventing disability. Conclusions: Our online exercise program was acceptable to older adults, had good adherence, reduced depression, and increased life space. Participants reported improved functional and mental health benefits. Further research is warranted to expand on these findings. Trial registration: NCT04627493; 13/11/2020. [ABSTRACT FROM AUTHOR]

ABSTRACT This study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes. [ABSTRACT FROM AUTHOR]

Students had to adjust their goals during the sudden shift to online teaching amidst the COVID-19 pandemic. This study with 613 university students identified four multidimensional profiles based on how they relied on goal disengagement, reengagement, and perseverative engagement (a new dimension of goal adjustment capacities). Students who disengaged from goals, reengaged in new ones, and were less likely to dwell on their former goals (goal reengagement profile) experienced less stress and burnout and more growth experiences. Students who reengaged less in goals (goal entrapment profile) and those who reengaged but dwelled on their former goals (action crisis profile) experienced worse psychological outcomes. Perfectionists were more likely than excellence strivers to be part of an action crisis goal adjustment profile. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Takeaways Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.While previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?This work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”We found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.In informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence. [ABSTRACT FROM AUTHOR]

Background: Tunneled catheters can be inserted for many reasons, and in most centers, and in most centers it is not clear who should insert these catheters. Some anesthesiologists may not have seen first-hand the insertion of a tunneled catheter during their residency, depending on the policies of the institution. YouTube is one of the most commonly used online platforms for accessing medical information. The aim of this study was to investigate the reliability of YouTube videos, for tunneled central venous catheter (Hickman and tunneled hemodialysis catheters) insertion for education. Methods: The keywords "Tunneled catheter insertion" and "Tunneled central venous catheter insertion" were searched for on YouTube. The first 100 videos ranked by the YouTube algorithm were analysed. Animation and theoretical content videos, as well as videos that included only a part of the catheter insertion, were excluded. The sources of the videos were categorized as medical doctors or professional organizations. medical device advertisement and hospital. Two authors evaluated all videos via the Journal of the American Medical Association (JAMA) benchmark criteria, modified DISCERN scores and the Global Quality Scale (GQS). Results: Twenty-three videos were analysed in the study. The video quality scores were similar across the video sources. The number of views and the number of likes were significantly positively correlated. Furthermore, a significant correlation was found between the JAMA, Modified DISCERN, and GQS scores. Notably, none of the analysed videos achieved full points in all three scoring systems. Conclusions: Relying on a single criterion, such as the video source or number of likes, is not sufficient to determine a video's quality. Therefore, what is learned from videos needs to be double-checked. These platforms should be used as an additional tool, not as the primary source of education. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, the importance of effective training methods for future physical education teacher-trainers has grown significantly, particularly in the context of online education. Methods: This research introduces a pioneering Deep Learning Enabled Exercise Monitoring System aimed at enhancing the online education experience for these trainers. The study employs a skeleton-based approach utilizing the PoseNet model to monitor and provide real-time feedback on physical exercises such as pull-ups, push-ups, sit-ups, squats, and bicep workouts. The system achieves a remarkable accuracy rate of 99.8% by analyzing key skeletal points extracted from video frames, addressing the challenge of ensuring correct exercise execution without physical supervision–a common issue in remote learning environments. Results: To validate the system's effectiveness, data was collected through a series of controlled experiments involving various exercises. The system's design focuses on low-resource requirements, making it accessible and sustainable for diverse educational contexts. Discussion: The findings demonstrate the system's potential to revolutionize online physical education by offering a balance of technological innovation and educational utility. This research not only elevates the quality of training for future educators but also contributes to the broader field of sustainable digital education technologies. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) has emerged as a pedagogical approach integrating foreign language learning with subject content. Nevertheless, its foray into the online environment, where courses are commonly delivered in two modes: asynchronous and synchronous, remains unexplored. By integrating synchronous delivery into an asynchronous-only online CLIL course, this study aims to probe how synchronous delivery affects students’ learning performances (learning behaviors and outcomes), and investigate learners’ perspectives on synchronous delivery as affordances for enhancing these performances. The study involved 969 learners and two teachers, with data collected from six sources for triangulation: tracking data from social media chat logs, website learning records, course scores, teachers’ reflective narratives, observation of synchronous learning, and student interviews. The findings unveil the effectiveness of synchronous delivery in promoting learning performances, evident in students’ proactive time management and interactive behaviors, as well as elevated learning outcomes. Three affordances – pedagogical, technological, and social – are offered by synchronous delivery for promoting learning performances. Particularly noteworthy are the social affordances, which significantly enhance learning behaviors and outcomes by fostering efficient interactions, cordial interpersonal relationships, and a learning community. [ABSTRACT FROM AUTHOR]

Background: Communication via social networks has different norms than in the "offline" world and broadens the sphere of student-teacher interactions. Facebook is mainly used for social interaction and information sharing. However, it also serves as an education and learning platform. This risks boundary-blurred behaviors between students and their academic teachers in the virtual space. The current study examines the differences in perceived subjective norms, attitudes, and reported behaviors of academic teachers and nursing students' boundary-blurred behaviors with each other on Facebook. Methods: A cross-sectional study was utilized, guided by the Theory of Reasoned Action (TRA), examining attitudes, subjective norms, and reported virtual behaviors that signify blurred student-teacher boundaries. Data were collected among 223 nursing students and 78 academic teachers. The university's ethics committee approved the research (#21.9.19). Results: Consistent with the TRA, a significant correlation was found between virtual boundary-blurred behaviors and attitudes (r =.55, P <.001), university subjective norms (r =.48, p <.001), and peers' subjective norms (r =.47, p <.001). Nursing students' attitudes were significantly (t = 5.81; p <.001) more favorable towards boundary-blurred behaviors (M = 2.40, SD = 0.91) than those of academic-teachers (M = 1.71, SD = 0.83), and so were the perceived subjective norms of their student peers (M = 2.72, SD = 1.15) compared to those of their teachers (M = 2.09, SD = 1.14). Interestingly, the difference in reports of boundary-blurred Facebook behaviors between teachers (M = 1.36, SD = 0.52) and students (M = 1.49, SD = 0.70) was not significant. Boundary-blurred behaviors for teachers were best predicted by attitudes and perceived subjective norms of the university [R2 = 0.62; F(5,72) = 23.31], and for students by attitudes and perceived subjective norms of their peers [R2 = 0.45; F)5,216) = 28.88]. Conclusions: The differences demonstrated between students and teachers may emanate from the perception of the teacher's role and generational gaps. These may lead to miscommunication and the crossing of boundaries. The findings indicate the importance of setting more explicit guidelines for using social media in the context of student-teacher communication. [ABSTRACT FROM AUTHOR]

Background: Integrating behavioral health services in primary care is challenging; a toolkit approach to practice implementation can help. A recent comparative effectiveness randomized clinical trial examined the impact of a toolkit for improving integration on outcomes for patients with multiple chronic conditions. Some aspects of behavioral health integration improved; patient-reported outcomes did not. This report evaluates the implementation strategy (Toolkit) using Proctor's (2011) implementation outcomes model. Methods: Using data from the 20 practices randomized to the active (toolkit strategy) arm (education, redesign workbooks, online learning community, remote coaching), we identified 23 measures from practice member surveys, coach interviews, reports, and field logs to assess Toolkit acceptability, appropriateness, feasibility, and fidelity. A practice survey score was high (met expectations) if its average was ≥ 4 on a scale 1-5; all other data were coded dichotomously, with high = 1. Results: Regarding acceptability, 74% (14) of practices had high scores for willingness of providers and staff to use the Toolkit and 68% (13) for quality improvement teams liking the Toolkit. For appropriateness, 95% (19) of practices had high scores for the structured process being a good match and 63% (12) for the Toolkit being a good match. Feasibility, measured by Toolkit prerequisites, was scored lower by site members at project end (e.g., provider leader available as champion: 53% of practices) compared to remote coaches observing practice teams (74%). For "do-ability," coaches rated feasibility lower for practices (e.g., completion of workbook activities: 32%) than the practice teams (68%). Fidelity was low as assessed across seven measures, with 50% to 78% of practices having high scores across the seven measures. Conclusions: Existing data from large trials can be used to describe implementation outcomes. The Toolkit was not implemented with fidelity in at least one quarter of the sites, despite being acceptable and appropriate, possibly due to low feasibility in the form of unmet prerequisites and Toolkit complexity. Variability in fidelity reflects the importance of implementation strategies that fit each organization, suggesting that further study on contextual factors and use of the Toolkit, as well as the relationship of Toolkit use and study outcomes, is needed. Trial registration: ClinicalTrials.gov NCT02868983; date of registration: 08/15/2016. [ABSTRACT FROM AUTHOR]

ABSTRACT The COVID‐19 pandemic impacted the lives of students around the world, forcing them to study remotely through online learning. This article uses 60 in‐depth interviews with students from four Romanian universities (Iasi, Galati, Brasov and Cluj‐Napoca) who had recently completed 3‐year degrees to analyse the impact of remote learning on the lives of Romanian graduates, taking into account inequalities in their living standards. This research contributes to the literature on higher education by analysing the unequal experiences of these graduates and how they have been affected in educational, emotional and professional terms, both during and after the pandemic. The findings show that despite the scarcity and absence of face‐to‐face learning, the students used resilience to overcome this period and graduate, albeit with clear differences: those in rural areas are still suffering severe consequences, while those in urban areas are enjoying the “privilege” conferred on them by their status. The conclusions highlight inequalities and reflect on the (dis)advantages of online learning in students' lives. [ABSTRACT FROM AUTHOR]

Purpose: This paper seeks to explore the influence of success factors, specifically motivation and course quality, on MOOC retention intention. Going beyond a mere examination of these motivational and quality factors, the study investigates students' motivation, considering needs, interests, course system, content, and service quality. Methodologically, a questionnaire survey was conducted, collecting data from 311 students enrolled in online courses. To ascertain the impact of interest or need-based motivation on students' retention rates, a Structural Equation Model (SEM) was employed. Subsequently, Necessary Condition Analysis (NCA) was utilized to identify the essential factors and components in each area. SEM results revealed a positive influence of motivational factors and quality issues on students' behavior. Retention behavior was notably affected by academic and professional needs, along with personal interests. Furthermore, course content and service quality demonstrated a significant effect on students' perseverance behavior. NCA results identified academic motivation and system quality as having a substantial impact on retention behavior, while personal motivation and technological motivation had a comparatively smaller effect. Practically, the findings suggest that course developers should consider students' academic and personal requirements when designing online courses. Additionally, providing students with the ability to customize course and system content according to their needs is crucial. Timely problem-solving attitudes from service providers are essential for ensuring student retention. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusion Dietetics, as an autonomous profession guided by evidence‐based practice, requires a dynamic and adaptable workforce to meet evolving challenges in healthcare, public health nutrition and epidemiological research. This study aimed to explore the opportunities presented by the transition to online education of preparing dietetic students for professional demands, particularly, through the lens of problem‐based learning (PBL) within the Community of Inquiry (CoI) framework.This paper examines the shift from traditional classroom and practice placement education to online and blended learning accelerated by the COVID‐19 pandemic. It focuses on the application of PBL, rooted in constructivist theories and the CoI framework, which includes social, cognitive and teaching presences.PBL encourages active and collaborative learning, aligning with the multifaceted roles of dietetic professionals. The CoI framework guides the development of effective online learning environments, emphasising the importance of social, cognitive and teaching presence.The transition to online education presents significant opportunities for dietetic education. Careful instructional design and effective teaching strategies are crucial for creating successful online learning environments, as demonstrated through an illustrative case study. [ABSTRACT FROM AUTHOR]

Background Approach Evaluation Implications Short ‘programmes’ of professional development can have limited impact on clinical supervisors' practices. This paper reports on an innovative programme of professional development, implemented in a tertiary teaching hospital, that was designed to build clinical supervision capacity, improve the educational practice of frontline clinical supervisors and cultivate future educational leaders.The programme was a partnership venture between St. Vincent's Hospital Melbourne and the University of Melbourne. It has a three‐tiered tapered design: a foundational self‐paced online course; online, interprofessional learning communities; and a Graduate Certificate in Clinical Education. Participants progressed from one tier to the next, with the largest number of employees participating in the primary tier (N = 112).We adopted a utilisation‐focused approach to evaluation, collecting multiple data sets across the tiers. Participants reported greater consciousness of their teaching practices, made changes to their practice, and the interprofessional learning communities allowed better integration of practical knowledge with the formal knowledge from the foundational course. Systemic outcomes included the creation of informal educator networks and the diffusion of ideas and practices within the hospital.Managers and clinical education leaders at the hospital concluded that funding this programme of professional development provided significant benefits, with a high return on investment, which may be transferable to other health care settings that place value on clinical education. For the outcomes to be sustainable, an ongoing programme of professional development needs to be built into the institution's fabric so that the resultant supervisory practices become strongly embedded in the organisational culture. [ABSTRACT FROM AUTHOR]

This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity. [ABSTRACT FROM AUTHOR]

Background: The purpose of the present study was to evaluate the use of a free online continuing education (CE) course that sought to address barriers of capability by training dental team members in the specific recommendations of the American Dental Association (ADA)-endorsed adult guideline for the pharmacologic management of acute dental pain, shared decision-making, and the adoption of the guideline into practice. Methods: In 2022 and 2023, dentists completed an online, asynchronous CE course on the guideline-concordant pharmacologic management of acute dental pain. They completed 11-item knowledge tests before and after completing the course. Total scores on the pre- and post-tests were compared using a t-test. Results: The mean score increased from 7.68 (SD = 1.08) on the pretest to 8.79 (SD = 1.35) on the post-test (t(4468) = -27.34, p <.01), indicating that dentists gained knowledge from the CE course. Conclusions: We found that the CE course increased knowledge with respect to the guideline recommendations and shared decision-making but not epidemiology or incorporating a guideline into practice. Future studies should evaluate whether the CE course increased guideline-concordant prescribing. [ABSTRACT FROM AUTHOR]

We examined intercultural conversations in English between South African and Dutch pre‐service teachers during a Collaborative Online International Learning (COIL) project. Unlike traditional COIL research, which emphasizes good practices and professional development, our approach explored the significance of everyday conversations in finding common ground. Through video analysis, we explored instances when common ground fostered a third space—a hybrid, in‐between space—with the potential to promote equity and inclusivity. Results highlight how intercultural, professional, and personal conversations created temporary moments of third space. The role of “connection” in a COIL project shows how specific snapshots of intercultural communication and personal and normative conversations give alternative insights into pre‐service teacher professional development. These dynamics suggest the importance of a more humanistic approach through descriptions of small, everyday conversational snapshots. Results in this study confirm that a North‐South COIL project using English as a lingua franca is an effective way to promote inclusion and mutual understanding. [ABSTRACT FROM AUTHOR]

The impact of COVID-19 restrictions and the shift to online teaching has contributed to a growing interest in distance learning across social work education. The authors of this paper are from the Open University, which has over 50 years of experience in distance learning and over the past 30 years e-learning through blended and fully online methods. The paper shares insights from teaching a social work law module to nearly 400 students across the UK. This paper addresses the challenges of integrating social work values and human rights into teaching asylum and immigration law amidst a UK legal discourse that often creates a ‘hostile environment’ for people with precarious immigration status. It explores teaching from a social justice perspective in the context of restrictive domestic laws. Highlighting the co-production of learning materials with civil society groups through videos and podcasts, the paper emphasizes the importance of including practitioner and migrant, asylum seeker or refugee voices to enrich content. Insights into the practicalities of incorporating these elements into e-learning, along with reflections on the challenges and opportunities, are discussed. [ABSTRACT FROM AUTHOR]

Mastering Mathematics can take a lot of effort but takes the proper skills and ongoing practice. Imparting knowledge to the students in mathematics subjects that are known to be difficult has been a challenge for math teachers. From modular to full face-to-face classes, there have been several adjustments and difficulties for teachers, which pushed the researchers, to come up with the study about the pedagogical modifications done by the teachers. In particular, the teachers' coping strategies and the milestones that they have achieved after classes will also be determined. Mathematics teachers at Badian National High School were chosen as ten participants in this qualitative study. Specifically, it utilized Heideggerian phenomenology and interpretative phenomenological analysis (IPA), anchored on the modified Van Kaam approach popularized by Moustakas. Hence, the following themes emerge: (1) The Adjustment, (2) The Struggle, (3) The Motivation, and (4) The Scheme. In conclusion, difficulties in online classes are the unstable internet connection and the need to focus on online discussions, while the adjustments in full face-toface classes are time management, financial problems, and the distance between the house and school. It is recommended to hear out the voices of the teachers in their difficult times, help address them, and might as well be given some benefits for all their efforts in teaching young minds. [ABSTRACT FROM AUTHOR]

Our paper explores the online learning experiences of two female students living with albinism in South Africa and Zimbabwe during the COVID-19 era. Using a two-case qualitative research design, we conducted in-depth face to face interviews with the purposefully selected sample. The intention was to bring to the fore, the unique online experiences of female students living with albinism. Data were thematically analyzed. Literature suggests that the unique health and physiological characteristics of students living with albinism tend to present unique but surmountable challenges. Our study established that the gender and physiology of the students tended to complicate or enhance their desire to benefit from online learning during the COVID-19 era. The findings make a case for academic inclusion in universities' academic projects. Institutions May consider instituting pedagogically inclusive online learning mechanisms that are not only gender sensitive, but are in sync with, not only the COVID-19 realities, but similar calamities. [ABSTRACT FROM AUTHOR]