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Over the last decade, the prevalence of online courses has continued to grow, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: Two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included pre- and post-test knowledge assessment, a modified version of the Community of Inquiry (CoI) questionnaire, and end-of-course student evaluations. Our results suggest that when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections, but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities.

Purpose: The Minimum Speech Test Battery (MSTB) for adults was introduced in 1996 (Nilsson et al., 1996) and subsequently updated in 2011 (Advanced-Bionics et al., 2011). The MSTB has been widely used by clinicians as a guide for cochlear implant (CI) candidacy evaluations and to document post-operative speech recognition performance. Due to changes in candidacy over the past 10 years, a revision to the MSTB was needed. Method: In 2022, the Institute for Cochlear Implant Training (ICIT) recruited a panel of expert CI audiologists to update and revise the MSTB. This panel utilized a modified Delphi consensus process to revise the test battery and to improve its applicability considering recent changes in CI care. Results: This resulted in the MTSB--Version 3 (MSTB-3), which includes test protocols for identifying not only traditional CI candidates but also possible candidates for electric--acoustic stimulation and patients with single-sided deafness and asymmetric hearing loss. The MSTB-3 provides information that supplements the earlier versions of the MSTB, such as recommendations of when to refer patients for a CI, recommended patient-reported outcome measures, considerations regarding the use of cognitive screeners, and sample report templates for clinical documentation of pre- and post-operative care. Electronic versions of test stimuli, along with all the materials described above, will be available to clinicians via the ICIT website (https://www.cochlearimplanttraining.com). Conclusion: The goal of the MSTB-3 is to be an evidence-based test battery that will facilitate a streamlined standard of care for adult CI candidates and recipients that will be widely used by CI clinicians. [ABSTRACT FROM AUTHOR]