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The paper analyses the impact of the war on the education system in Ukraine, following the Russian invasion of February 2022, with millions of students being forced to flee for safety to foreign countries, and millions of others remaining in danger on the territory of Ukraine. It addresses different modes of delivery, changes to education legislation, the 2022 university admission campaign, and international support. Despite the state of war and economic problems, the digital transformation of Ukrainian education continues. The paper utilises quantitative and qualitative data. Methods of generalisation and grouping are applied to classify problems: socio-psychological, economic, technological, organisational, communication, and methodological, as well as such urgent needs as the availability of a safe physical space in educational facilities, development of response procedures and behaviour patterns in emergencies, psychological support, a flexible mode of delivery, technical support of the teaching-learning process. [ABSTRACT FROM AUTHOR]

AbstractIn-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the “Learning Science” course at a university in Beijing, this study employed social epistemic network analysis (SeNA) to investigate interaction patterns of in-service teachers and propose optimization strategies. The findings of this study show that in asynchronous discussions without intervention, the overall situation of collaborative conversations among in-service teachers tends to be low-level. The social interaction network shows polycentricity, categorizing members into core and peripheral interactors based on distinct social interaction characteristics, highlighting substantial disparities in epistemic networks. Core interactors prioritize engaging with others, yet their contributions primarily echo interactions, reflecting superficial knowledge dimensions. Conversely, specific peripheral interactors prioritize independent reflection, sharing content largely derived from personal experiences or knowledge, signifying a commitment to independent and in-depth thinking within deeper knowledge dimensions. Moreover, learners’ online interactions are influenced by individual characteristics, instructional evaluation and the learning community atmosphere. [ABSTRACT FROM AUTHOR]

At the end of the Covid-19 pandemic process in Turkey (2021-2022 academic year), it was decided to continue face-to-face education and training. With the return of students to face-to-face education, it was observed that there were changes in some behaviors compared to before the pandemic. In this study, it was aimed to determine the behavioral changes observed in students during the transition from distance education to face-toface education according to the opinions of teachers. This study was planned using qualitative research method and case study design, one of the qualitative research designs, was used. A study group consisting of 25 teachers was formed by ensuring maximum diversity in the research. The teachers constituting the study group work in primary, secondary and secondary education institutions. The age of the students observed by the teachers varied between 7 and 17. The data obtained by conducting semistructured interviews consisting of open-ended questions with the teachers in the study group through the online application were analyzed by content analysis method. According to the data obtained, all of the participants stated that there were behavioral changes in students and that these changes were negative. The participants pointed directly or indirectly to the pandemic process as the reason for these behaviors. [ABSTRACT FROM AUTHOR]

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs' understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment. [ABSTRACT FROM AUTHOR]

Objective: We aimed to evaluate medical school students’ knowledge and approaches regarding telehealth. Method: In this descriptive study, an electronic survey was conducted among students attending the Faculties of Medicine at Health Sciences University. The first part ofthe Form included questions evaluating individual characteristics and telehealth approaches, and the second part included opinions and suggestions regarding telehealth usage topics. Results: Of 698 participants, 435 (64.9%) students were in the preclinical period. One hundred nine (15.6%) believed they had sufficient knowledge about telehealth while 399 (57.2%) believed that telehealth should be included in medical education. When asked about their opinions on using telehealth in their professional careers, 298 (42.7%) stated that they considered using them. Those who perceived themselves as having sufficient knowledge about telehealth were more inclined to consider using it more in their professional careers (p=0.000). Participants who believed that healthcare services could be provided through telehealth were more likely to think that disease monitoring would be better, patient follow-up quality would improve, unnecessary hospital admissions would decrease (p<0.05). Conclusions: The majority of medical faculty students lack sufficient knowledge about telemedicine and believe that education on this topic should be included in the medical curriculum. It is suggested that incorporating pre-clinical courses on telemedicine and providing internship opportunities in practical settings would effectively address this gap. [ABSTRACT FROM AUTHOR]

We study the impact of the COVID-19 pandemic and its side effects on the academic achievement of students in a large university located in a northern Italian region severely affected by the pandemic. Thanks to the richness of our data, we can investigate for the first time the role of two specific channels: the increase in study time due to the exceptionally strict confinement measures adopted and the availability of class recordings. We use administrative data on four cohorts of students merged with original survey data. We adopt a fixed-effect difference-in-differences approach, where we compare the outcomes of students from different enrolment cohorts observed in the same semester of their academic career before and after the COVID-19 outbreak. We find a generalized positive effect of the COVID-19 pandemic on students' academic achievement in terms of both earned credits and GPA. We provide evidence that both increased study time and the availability of class recordings contributed to mediating this positive effect. [ABSTRACT FROM AUTHOR]

BACKGROUND: Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. OBJECTIVES: This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. METHOD: This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. RESULTS: Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face –to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. CONCLUSION: The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores. [ABSTRACT FROM AUTHOR]

Cyber–physical systems have become critical across industries. They have driven investments in education services to develop well-trained engineers. Education services for cyber–physical systems require the hiring of expert tutors with multidisciplinary knowledge, as well as acquiring expensive facilities/equipment. In response to the challenges posed by the need for the equipment and facilities, a metaverse-based education service that incorporates digital twins has been explored as a solution. However, the issue of recruiting expert tutors who can enhance students' achievements remains unresolved, making it difficult to effectively cultivate talent. This paper proposes a reference architecture for a learner-centric educational metaverse with an intelligent tutoring framework as its core feature to address these issues. We develop a novel explainable artificial intelligence scheme for multi-class object detection models to assess learners' achievements within the intelligent tutoring framework. Additionally, a genetic algorithm-based improvement search method is applied to the framework to derive personalized feedback. The proposed metaverse architecture and framework are evaluated through a case study on drone education. The experimental results show that the explainable AI scheme demonstrates an approximately 30% improvement in the explanation accuracy compared to existing methods. The survey results indicate that over 70% of learners significantly improved their skills based on the provided feedback. [ABSTRACT FROM AUTHOR]

This study assesses the acceptability, appropriateness, feasibility, and efficacy of a novel asynchronous video‐based intervention for teaching respiratory physiology and anatomy to medical students in resource‐limited settings. A series of short video lectures on pleural anatomy, pulmonary physiology, and pathophysiology was created using Lightboard and screen capture technology. These were uploaded to YouTube and Google Drive and made available to 1st‐3rd year medical students at two Latin American universities for 1 week. Employing a parallel‐convergent mixed methods design, we conducted surveys, focus groups, interviews, and pre/post testing for qualitative and quantitative data. Thematic Analysis was used to analyze qualitative data and McNemar's test for quantitative analysis. Seventy‐six students participated. The videos' short format, interactivity, and Lightboard style were highly valued for their flexibility, time efficiency, and educational impact. Students recognized their clinical relevance and trusted their content, suggesting potential applicability in similar settings. Despite infrastructure and connectivity challenges, the use of flexible streaming and downloadable options facilitated learning. Survey results indicated high levels of feasibility (99%), appropriateness (95%), and acceptability (95%), with significant knowledge gains observed (37% correct pre‐test answers vs. 56% post‐test, p < 0.0001). Our findings demonstrate high acceptability, appropriateness, feasibility, and efficacy of a targeted asynchronous education centered on short‐format videos in resource‐limited settings, enabling robust learning despite local barriers. Flexible access is key for overcoming localized barriers. Taking an adaptive, learner‐centered approach to content creation and delivery to address constraints was pivotal to success. Our modular videos could serve as versatile models for flexible education in resource‐constrained settings. [ABSTRACT FROM AUTHOR]

Distance learning continues to gain popularity among musical specialties due to the necessity and advantages of this training format. This study aimed to study students' experience of distance learning in Choral Performance. To this end, questioning, testing, and quasi-experiment methods were applied. The research involved 88 students from the Taizhou University. It was revealed that students studying choral art generally positively perceived the introduction of distance learning (90% of respondents were satisfied with the learning experience). Most participants noted that the advantage of this education format is the saving of time they would have spent on the road to the educational institution. A significant statistical difference (t = 6.133) was observed between the indicators of the average progress of university students in the period of face-to-face education (M = 84.97 ± 5.73) and during distance learning (M = 69.51 ± 5.41). The present findings are helpful for administrations of educational institutions to establish distance learning processes in musical disciplines and not only. In future research, exploring as many factors as possible that can affect teaching and learning in a distance format is essential. Moreover, the effectiveness of various technologies gradually introduced in distance music education, namely a virtual choir and multiple applications, platforms, and music systems, can be subject to the study. [ABSTRACT FROM AUTHOR]

Hybrid flexible (HyFlex) course modalities allow students to attend courses face-to-face, online synchronously, or online asynchronously. HyFlex course offerings have increased in the era of COVID-19. Can such varied teaching modalities succeed in introductory geographic information systems (GIS) courses, which are technologically intensive and typically taught in face-to-face computer lab settings? In spring 2023 at Arkansas Tech University, the author taught two sections of Introduction to GIS, one in a face-to-face setting and one via a HyFlex setting. When comparing in-semester surveys, both sections preferred the HyFlex setup due to its flexibility for attendance. When comparing section performance on specific graded quizzes, the HyFlex students performed no worse than face-to-face students. Although the results of this pilot study should not be overgeneralized, these results suggest that additional research will find that introductory GIS courses are indeed appropriate for HyFlex modes of instruction. [ABSTRACT FROM AUTHOR]

Background: Pathologies of the locomotor system are frequent and can cause disability and impact the quality of life of the people affected. In recent years, online training and feedback have emerged as learning tools in many fields of medicine. Objective: This study aims to evaluate medical interns' musculoskeletal examination performance after completing an online training and feedback module. Methods: This study employed a quasi-experimental design. Medical interns were invited to complete a 4-week musculoskeletal physical examination training and feedback module via an e-learning platform. The course included written and audiovisual content pertaining to medical history, physical examination, and specific tests for the diagnosis of the most common knee, spine, shoulder, ankle, and foot conditions. Before and after completing the module, their ability to perform the physical examination was evaluated using an objective structured clinical examination (OSCE) with simulated patients that took place face-to-face. A control group of experts was assessed using the OSCE, and their performance was compared to that of the interns before and after the training. At the end of the module feedback on the OSCE was provided to participants through the platform asynchronously and two evaluation questions about the user experience were conducted at the end of the study. Results: A total of 35 subjects were assessed using the OSCE, including 29 interns and 6 experts. At the beginning of the training module, the group of interns obtained an average score of 50.6 ± 15.1. At the end of the module, 18 interns retook the OSCE, and their performance increased significantly to an average of 76.6 ± 12.8 (p < 0.01). Prior to the training, the experts performed significantly better than the interns (71.2 vs. 50.6; p = 0.01). After the interns received the training and feedback, there were no significant differences between the two groups (71.2 vs. 76.6; p = 0.43). Two evaluation questions were conducted at the end of the study, revealing that 93% of the participants affirm that the training module will be useful in their clinical practice, and 100% of the participants would recommend the training module to a colleague. Conclusion: The online training and feedback module enhances the musculoskeletal examination performance of medical interns. [ABSTRACT FROM AUTHOR]

New challenges in education demand effective solutions. Although Learning Analytics (LA), Educational Data Mining (EDM) and the use of Big Data are often presented as a panacea, there is a lot of ground to be covered in order for the EDM to answer the real questions of educators. An important step toward this goal is to implement holistic solutions that allow educational stakeholders to engage in the core of the EDM processes. The effectiveness of such an attempt relies on (a) having access to data arranged in an organized and meaningful way and (b) setting a sequence of processes that are flexible and reusable. Therefore, a data pipeline that imports data from a specially developed data warehouse is designed and created. Additionally, it is tested in real-life data, and results are discussed. [ABSTRACT FROM AUTHOR]

Virtual Learning Environments (VLEs) became the primary space for education during the Coronavirus disease (COVID-19) lockdowns. One of the additions that specifically VR has to offer is its potential to incorporate some of the qualities that define interpersonal communication and typically lack in distance-learning VLEs. This study's aim is exploration of those qualities to appreciate Virtual Reality Learning Environments (VRLEs) as a supplementary tool for distance learning and its impact on knowledge acquisition processes, with the particular objectives of evaluating usability, usefulness, and realism of Non-Verbal Cues (NVCs) capture. Toward this end a multi-user VRLE prototype was developed and utilized for the delivery of a live lecture by a real professor of a MSc programme. The professor's body motion and facial expressions were captured in real-time and solved onto a high-fidelity avatar. In total, a group of 20 students audited the lecture via the VRLE and evaluated the modalities and experience offered compared to conventional VLEs. Additionally, knowledge acquisition was directly correlated to another group of 20 students, who audited the same lecture only via conventional VLEs. Evaluation results provide important insight regarding the learning experience between the two settings and how incorporation of NVCs can have a positive impact. [ABSTRACT FROM AUTHOR]

The following teaching brief advocates for the integration of lived experiences in course design as a means to facilitate equity, inclusion, and culturally responsive teaching. To address persisting inequalities and colonized structures, the authors propose an actionable insight and strategy by sharing a discussion activity in which students share photos and videos of their "backyards" as a vehicle to accentuate similarity within difference—the celebration of a diverse learning community that can only exist online. The proposed instructional activity, "Welcome to My Backyard," is informed by an understanding of how power dynamics, cultural biases, and lived experiences intersect in online education. By outlining how instructors can facilitate online discussions that drive a meta-awareness of diversity, equity, and inclusion among online learners, digital learning can be leveraged to build connections and community while encouraging critical thinking and active engagement with course materials that subvert traditional, colonial models of education. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the level of effectiveness of some teaching strategies in distance learning among instructors of practical courses in physical education faculties at the University of Jordan and Yarmouk University from their perspective. The researchers used a descriptive approach with a survey method. The study sample consisted of 52 instructors from the physical education faculties at both the University of Jordan and Yarmouk University. The researchers modified and developed the instrument used by Al-Qahtani (2019) and Musa (2021) to align with the nature and objectives of the current study. The final study instrument consisted of 30 items distributed across four dimensions: (remote discussion, remote play-based learning, remote differentiated learning, and remote guided inquiry). The study results indicated that the level of effectiveness of some teaching strategies in distance learning among instructors of practical courses in physical education faculties, from their perspective, was high. Furthermore, the results showed no statistically significant differences in the level of effectiveness of some teaching strategies in distance learning among instructors of practical courses in physical education faculties based on gender and years of experience. The researchers recommend encouraging instructors of practical courses to continue using teaching strategies in distance learning and expanding their application to enhance the quality of remote education. Additionally, they suggest promoting cultural exchange among instructors from different universities and faculties to share experiences and ideas in the application of teaching strategies in distance learning. The study emphasizes supporting research and development in the field to enhance the effectiveness of distance learning and to employ new and innovative teaching strategies. [ABSTRACT FROM AUTHOR]

This study investigated the pandemic-era schooling experiences of teachers and families of multilingual learners (MLLs) in the United States, using a strength-based lens to explore innovative, collaborative, and responsive practices. Using a multiple-case study design of three Midwestern districts, we probed how teachers and parents carved out and filled up spaces to facilitate sound practice for MLLs. Findings indicate that stakeholders collaboratively established structures to (a) enhance communication, (b) prioritize holistic well-being, (c) recognize cultural and linguistic strengths, and (d) provide innovative pedagogy. Implications center on building from strengths to transform policy and practice with MLLs in post-pandemic schools. [ABSTRACT FROM AUTHOR]

This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries' trainees' attitudes level were high, but English trainees' attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices. [ABSTRACT FROM AUTHOR]

This study aims to identify the problems that landscape design students face when using Zoom as an educational platform for distance learning purposes and determine their level of satisfaction with distance learning. The main research method was a Likert-scale survey used to assess students’ satisfaction with distance learning. The sample included 90 full-time students enrolled in the garden and landscape construction program. According to the students, the main difficulties in distance learning were systemic errors during the use of the platform. The results can help develop a set of measures to solve and alleviate the identified problems in the future. The findings will enhance the optimization of distance education in general. Future research can focus on the advantages and disadvantages of online educational platforms and explore how user-friendly they are for both students and faculty. Studies can also describe faculty barriers to quality online education and provide suggestions to create a comfortable learning experience for landscape students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has impacted the Asian educational sector, prompting countries to shift educational delivery to distance learning. With this, the researchers determined the impact of distance learning during the pandemic on students’ academic performance. Utilizing a mixed-methods design employing data mining and focus group discussions, pertinent student data (n=1,305) and qualitative responses (students, n=10; teachers, n=5) from a teacher education college in a state university in Central Visayas, Philippines, were obtained and analyzed through descriptive, correlational, and thematic analyses. The students had very good academic performances in general education, professional education, and specialization courses, and most of them had online capabilities, including gadgets and internet access. No significant relationships were observed between the student’s academic performance and their profiles and distance learning capacity. The distance learning experiences of students and teachers were themed as challenges in adoption, the reality of the digital divide, the journey of the self, the role of the community, and the learning process. In conclusion, students’ profiles and distance learning capacity are not determinants of academic performance, and their experiences reflect the sad reality of distance learning in the first stage of the pandemic. [ABSTRACT FROM AUTHOR]

Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, "Telepresence robot didactic," and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher's understanding of telepresence robot didactic and hybrid learning; the classmate's ability to involve the remote child in groupwork; the child's own treatment protocol, the robot's functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks. [ABSTRACT FROM AUTHOR]

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

Because of the impact of the COVID-19 pandemic, learning modes had to change. This study applied augmented reality (AR) technology to improve the learning experience of product styling design students in a distance learning environment. An AR-aided learning interface combined with a distance learning concept was constructed to enhance students' content knowledge and communication between teachers and students. This study analyzed students' attitudes and behavioral intentions toward the technology acceptance model for this AR-aided distance learning interface. Additionally, a system usability scale was used to examine the usability level of this interface. The results demonstrated that learning content directly affected distance interaction, and perceived ease of use was an essential mediating variable. Furthermore, three-dimensional (3D) visualization was a predictive factor that directly affected students' attitudes toward AR use. Students had positive attitudes toward the AR-aided learning interface, and their feedback indicated that 3D visualization stimulated their learning motivation and enhanced their behavioral intentions. Overall, the AR-aided styling learning interface supported the distance learning of product styling design students and provided teachers and students with a valuable learning communication channel during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

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

The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan's universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of "Informatics" in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the "Education-Online Platform" discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists. [ABSTRACT FROM AUTHOR]

The article aims to discuss the increased emergence of mental health problems among children and adolescents, as an outcome of the COVID-19 pandemic. The results of a research study conducted among various professionals, such as psychiatrists and psychologists specialized in childhood and adolescence, are presented. The study, which uses both qualitative and quantitative methods, investigates the main consequences of the physical social distancing measures undertaken by the Italian government during the pandemic. The results are in line with the main evidence highlighted by international research and underline the particularly negative effects of the pandemic emergency on the mental health of minors. It reports how the limitation of intersubjective relationships and the forced digitalization of relationships has triggered or caused the emergence of multiple and varied disorders of the psyche, also linked to the area of reference (e.g., metropolitan, urban o remote areas), the socio-economic and cultural fragility of families, as well as the presence of previous mental issues within them. Finally, the research emphasizes how the understanding and management of the psychic health of these population groups, also from a health organization point of view, will be crucial to address the medium and long-term effects of such emerging issues among younger cohorts. [ABSTRACT FROM AUTHOR]

The growth of virtual and distance education, driven by Information and Communication Technologies, has highlighted the significance of tutor competencies in this context. This study focuses on the competencies required to facilitate the learning of differential equations in synchronous sessions, as conducted by the National Open and Distance University. A questionnaire was administered to students who rated web conferences on a scale of 1 to 5, accompanied by an open-ended question justifying their rating. Using a qualitative approach, grounded theory was employed for data analysis, identifying two axial codes grouped under the nuclear category: "Technological and Human Resources for Facilitating the Learning of Differential Equations in Web Conferences." The results emphasize the fact that tutors should have in-depth knowledge of the subject, course experience, technological skills, and adequate prior preparation. This study highlights the relevance of tutor competencies in the virtual teaching of differential equations for engineering students, providing insights to enhance the quality of distance education. [ABSTRACT FROM AUTHOR]

This study investigates online learning provision for students with intellectual disabilities (SWID) that was offered by special educational settings during a coronavirus outbreak in Jordan, from the perspective of their mothers (n = 67). A qualitative phenomenological design was adopted through the use of semi-structured interviews. An inductive theoretical approach was used in the data analysis. Five themes emerged concerning lack of receipt of online learning (OL) suitable for SWID during a coronavirus outbreak; training domains provided to SWID; achieved goals using OL; barriers to use of OL during a coronavirus outbreak; and suggestions for enhancement of OL. Implications of the findings and recommendations are provided. [ABSTRACT FROM AUTHOR]

In 2020, the COVID-19 pandemic necessitated a shift to remote work-from-home (WFH) setups, including in the education sector. This transition had a significant impact on the interaction between students and instructors. To address this, our study aims to investigate the effects of the sudden transition to online learning on teaching methodology and to propose improvements to enhance its quality. We have developed a scoring system to evaluate teaching quality in the post-COVID-19 world. The scoring function incorporates various metrics, including students' performance, sentiment towards the course (course material, teaching method, communication, etc.), feedback scores for weekly lectures, and students' retention scores for recorded/live lecture videos. Following the Lean Six Sigma (LSS) procedure (Define, Measure, Analyze, Improve, and Control—DMAIC), we assessed the overall quality of online courses. The undergraduate courses demonstrated an increase in overall score from 86.67% during the online transition to 90.0% after implementing the suggested improvements. For graduate courses, the initial face-to-face lecture score was 55.81%, which dropped to 50.28% during the first online transition. However, after a year, the score improved to 61.59%, indicating successful improvement efforts. Upon careful analysis of the data, this paper provides suggestions to enhance students' online learning experience during situations similar to the COVID-19 pandemic. The outcomes of the study aim to improve the quality of online learning experiences for students. [ABSTRACT FROM AUTHOR]

Experiencing existing spaces and designed environments, as well as engaging with their possibilities and production, is fundamental to students' learning in construction and built environments disciplines. Site visits serve a range of learning objectives, and offer a place and a mode to practice professional expertise. The major dislocation of learning and teaching precipitated by COVID-19 required reimagining these authentic and valuable site experiences. This article explores the design of virtual site visits (VSVs) through the lens of teaching activities and learning aims, and describes a VSV typology developed through a phenomenographic approach. The typology draws on exemplars and related interviews with designers and educators from across a built environments faculty of a comprehensive Australian university. It distinguishes between those developed to inspire and contextualize; those that demonstrate or demarcate; and those that ground abstract experiences via specific locations. This work suggests complementary roles for virtual and physical site visits within hybrid and flexible learning environments, even while much teaching returns to campus. It is relevant to academic developers who seek to frame the use of VSVs through learning rather than technical lenses, and all educators who aim to incorporate site experiences for student learning ... wherever they are. [ABSTRACT FROM AUTHOR]

Modern education is a rapidly developing field of social practice. Requirements for the professional skills of future specialists are being developed; mechanisms are being created that stimulate improving the quality of education. This research is aimed to identify the level of students' reflective competencies with the formation of a distance curriculum within the Moodle platform. The study sample consisted of 71 psychology students from Kazakh universities: Toraighyrov University, NJSC, Pavlodar Pedagogical University, NJSC, and L.N. Gumilyov Eurasian National University. The reflective competencies were measured using a diagnostic map based on the "Method for determining the individual measure of reflection" (A.V. Karpov, V.V. Ponomareva). The test for reliability and validity was justified: the calculation showed a good value for the internal consistency of the diagnostic map: α = 0.887 in the experimental group and α = 0.822 in the control group. The findings show a significant improvement in the reflection level: from predominantly middle to high in the experimental group. More than half of the experimental group and one-fifth of the control group improved their reflective skills. This paper has a practical value: further investigation of education digitalization's impact on the development of reflective competencies in students from other regions. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach: The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: the data production process and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings: A community of 36 stakeholdersengaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications: This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value: In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed. [ABSTRACT FROM AUTHOR]

This article highlights the significance of online platforms in both classroom and extracurricular independent learning activities for higher education students, emphasizing the role of the synergistic paradigm of education. It explores independent student work in the context of distance learning, utilizing online platforms and Internet education. The article also delves into the content and periods of independent student work facilitated by online platforms in distance learning scenarios. It presents a classification of online platforms and their role in supporting independent student work within higher education. The study's findings confirm the hypothesis that the purposeful integration of online platforms in the educational process fosters independent learning, contributes to the development of informatics and general cultural foundations, and facilitates a deeper understanding of educational material and professional knowledge among higher education students. [ABSTRACT FROM AUTHOR]

This paper introduces the El Greco Platform, a Python programming platform for distance learning that employs an educational robot. This website allows prospective learners to remotely control El Greco, a social humanoid robot designed to be cost‐effective, simple to construct, and appropriate for use in education. El Greco is capable of performing multiple tasks, including combined movements. These Robot capabilities can be programmed using either Python code or the Blockly library, which adds an editor to an application that visualizes coding concepts as interlocking blocks. Programming a robot appears to be a significantly more effective and creative method for students to learn a programming language. This educational tool was designed primarily for use by students and allows anyone to learn Python while controlling a robot for free. El Greco Platform features gamification elements that increase the enjoyment and engagement of the learning experience while reinforcing the concepts taught. The survey results on students aged 13–18 revealed that the El Greco Platform captivated the study participants and positively affected their attitudes toward programming and robotics. In addition, it significantly impacted their comprehension of programming and motivated them to seek additional opportunities to expand their knowledge of robotics and programming. [ABSTRACT FROM AUTHOR]

This work provides online learning modules and instructions on how educators can leverage these technologies to help students learn in a personalized online environment. In particular, we focus on Google Colab, and the features provided by the Gradio Python library to provide interactivity within these modules. The contributions of this work include: (1) Development of a teaching framework using Gradio/Colab that offers automated grading and feedback for both educators and students; (2) Design of a versatile proposal, accommodating beginners with a straightforward interface while addressing the needs of advanced learners; (3) Creation of a comprehensive set of examples tailored for teaching digital logic subjects, with adaptability for application in various computer science areas. (4) A classification of these example learning modules in terms of their learning level for the students; (5) A novel client‐server approach based on Colab/Gradio, allowing teachers to manage the main notebook efficiently while providing a lightweight and reliable interface for students. The goal of this work is to further expose educators to the remarkable capabilities that cloud computing brings to online supplemental education, noting that large language models such as ChatGPT complement this work, in that chatbots will be able to guide students in these dynamic simulations. [ABSTRACT FROM AUTHOR]

The purpose of this study is to understand how instructor clarity and computer‐mediated behaviors influence students' affective learning and technology self‐efficacy in online supply chain management (SCM) courses, which show how the instructor–student relationship affects online learning experiences. Data were collected through an online questionnaire using the Prolific human subject's pool. The data supported a model in which instructors' clarity and computer‐mediated immediate behaviors indirectly influenced students' technology self‐efficacy and affect for the course through the mediation of perceived immediacy. Affect for the instructor did not fit into the final model. The findings in this study help SCM instructors navigate the pedagogical pivot that may be required for the next unexpected event (pandemic, etc.) without compromising student learning goals. [ABSTRACT FROM AUTHOR]

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

By considering the increasing emphasis on lifelong learning and the ongoing significant debates over the value and utility of digital technologies in accelerating long-established learning tasks, the paper suggests new approaches for the national museums of Egypt to incorporate distance learning and museum-based online programs as a means to improve their traditional educational programs. This would significantly help school students better understand the ancient history of Egypt, "Pharaonic Egypt", which is an essential part of their formal school curriculum. Moreover, it provides much-needed support to museums with limited or insufficient educational programs to promote more meaningful learning experiences. The proposed approach can be effectively implemented through the Grand Egyptian Museum (GEM), the world's largest archaeological museum complex dedicated to the culture of ancient Egyptian Pharaonic Culture. The study discusses the GEM's educational and digital infrastructure capabilities in creating a robust online learning platform that provides access to rich educational content and digital resources across Egypt's various geographic regions, enhancing museum education concerning pharaonic Egypt in line with the state's cultural policy to strengthen national identity among future generations. By analyzing both qualitative and quantitative data, the study investigates the potential benefits of integrating online digital technologies into the pedagogical and educational practices of Egypt's national museums. It concludes by providing practical recommendations for future research and actions encouraging online learning among Egyptian museums, aligned with recent national efforts toward Egypt's digital transformation. [ABSTRACT FROM AUTHOR]

To best prepare students for the real‐world research environment, key skills, including experimental design, data analysis, communication of results, and critical thinking, should be key components of undergraduate science courses. Furthermore, the impact of the COVID‐19 pandemic on in‐person teaching has resulted in a need to develop courses that enable flexible learning. This paper details the laboratory component of a senior‐level toxicology class that was developed to emphasize all these skills and allow for flexible learning. The aim of the laboratory class was for students to determine how curcumin protected against acetaminophen‐induced hepatoxicity. To stimulate critical thinking, students were required to choose a maximum of four experiments from the six on offer. Before conducting an experiment, students stated a hypothesis and selected the appropriate treatment groups. Once an experiment was completed, students were given access to a complete dataset, on which they performed statistical analysis and drew conclusions. Students who were unable to attend the laboratory session in person were able to complete the required pre‐lab work and access the dataset. Following each experiment, students could write a lab summary, and receive thorough feedback. The final assessment was a written manuscript of their findings as well as a chance to respond to reviewer comments. This teaching approach prioritized the critical thinking, analysis, and experimental design aspects of scientific research. Overall, this structure was well received by students and it could easily be adapted for use on other life science courses. [ABSTRACT FROM AUTHOR]

Copyright of Baghdad Science Journal is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

This commentary provides an overview of the current literature and best practices for online learning and assessment within the didactic curriculum of pharmacy education, building on the 2022 ACCP commentary addressing remote experiential learning. Lessons learned from online delivery of curricula and best practices for programs to create the optimal online learning environment for students are reviewed. Although benefits of online learning have been found, such as flexibility, convenience, and efficient use of time, with similar short‐term student performance, the potential long‐term implications on pharmacy students are not fully known, particularly concerning board pass rates, job attainment, and knowledge/skills application in the workplace. This commentary reviews and recommends the types of teaching modalities that align best with an online format for knowledge acquisition and student satisfaction. The most challenging part of didactic curricula to teach remotely is skills development. Proficiency in skills (e.g., compounding preparations or physical assessment) is best evaluated in person to promote student self‐confidence in pharmacy practice and patient care. This commentary reviews the needed components for designing quality online courses, all in the context of remembering the significance of instructor engagement. The commentary also discusses the importance of bidirectional feedback for the instructor and student and the deliberate use of formative assessments of learning to gauge student performance. A review of online summative and high‐stakes assessments is included with a focus on ensuring academic integrity while also minimizing any impact on student performance and anxiety. As pharmacy education has learned from the experiences with the COVID‐19 transition to online learning, consideration should be given to best practices regarding when and how to use online modalities to teach students and foster student learning. Regardless of the format, courses should engage the student and instructor and be evaluated routinely to promote achievement of learning outcomes. [ABSTRACT FROM AUTHOR]

Development of the EIEE (electronic information and educational environment) is one of the most important topics in modern pedagogical research. This process is currently undergoing a lot of changes and requires its detailed understanding within the framework of pedagogical science, as modern educational programmes for specialists’ training require implementation of innovative digital technologies. Therefore, the purpose of the study is to carry out theoretical analysis and case study in order to systematize this concept in the context of implementing educational programs for training highly qualified specialists in various sectors of the digital economy. EIEE plays the key role in terms of implementing educational programs for training highly qualified specialists in various areas of digital economy. This paper provides generalized analysis of existing theoretical approaches to the concept of "ecosystem" and considers various views on EIEE’s development. Particular attention is paid to the authors’ approach, which is based on cooperation with industrial partners. In this context, it is proposed to create EIEE through the development of technical specifications, integration of cross-platform solutions and sharing resources. In the course of the study, the author comes to the conclusion that EIEE’s development is an important step towards evolution of educational programmes that meet the requirements of modern digital economy and contribute to training of a new generation of specialists, who are ready for challenges that future presents.