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As of July 1st, 2021, the US Hispanic/Latinx community is estimated at 62.6 million, making up 18.9% of the population. Despite federal regulations requiring access to medical interpreters, clinicians often resort to alternative translation methods, increasing the risk of errors. Medical Spanish education lacks standardization in US medical schools, and information on curricula provided by International Medical Schools (IMGs) is limited. We aimed to demonstrate the effectiveness of virtual, peer-led Medical Spanish education for an international medical school cohort. The course consisted of 10 weekly one-hour lectures via Zoom. From 2022 to 2023, three cohorts successfully completed the course. Through realistic clinical scenarios, students practiced and reinforced their clinical knowledge in Spanish. The final exam involved a 20-minute patient encounter on Zoom, with the instructor acting as the patient and the student as the physician. Performance evaluation followed a standardized checklist. Each question was worth 3 points, with a total of 63 potential points. The passing score ratio was set at 2, equivalent to 66.7%, calculated by dividing the score by 21 (the number of questions). Student's self-reported comfort in obtaining a history and physical exam in Spanish, obtained before and after completion of the course post-comfort scores (median, 3), increased significantly compared to pre-course comfort scores (median, 0.5) - increased by an average of 2.5. This Online Spanish Medical Course (OSMC) requires no prior Spanish background or exposure, providing a notable advantage. Most students praised the convenient and effective online format. Despite its short duration, the course yielded significant benefits. [ABSTRACT FROM AUTHOR]

Research data management has become an indispensable skill in modern neuroscience. Researchers can benefit from following good practices as well as from having proficiency in using particular software solutions. But as these domain-agnostic skills are commonly not included in domain-specific graduate education, community efforts increasingly provide early career scientists with opportunities for organised training and materials for self-study. Investing effort in user documentation and interacting with the user base can, in turn, help developers improve quality of their software. In this work, we detail and evaluate our multi-modal teaching approach to research data management in the DataLad ecosystem, both in general and with concrete software use. Spanning an online and printed handbook, a modular course suitable for in-person and virtual teaching, and a flexible collection of research data management tips in a knowledge base, our free and open source collection of training material has made research data management and software training available to various different stakeholders over the past five years. [ABSTRACT FROM AUTHOR]

Abstract As of July 1st, 2021, the US Hispanic/Latinx community is estimated at 62.6 million, making up 18.9% of the population. Despite federal regulations requiring access to medical interpreters, clinicians often resort to alternative translation methods, increasing the risk of errors. Medical Spanish education lacks standardization in US medical schools, and information on curricula provided by International Medical Schools (IMGs) is limited. We aimed to demonstrate the effectiveness of virtual, peer-led Medical Spanish education for an international medical school cohort. The course consisted of 10 weekly one-hour lectures via Zoom. From 2022 to 2023, three cohorts successfully completed the course. Through realistic clinical scenarios, students practiced and reinforced their clinical knowledge in Spanish. The final exam involved a 20-minute patient encounter on Zoom, with the instructor acting as the patient and the student as the physician. Performance evaluation followed a standardized checklist. Each question was worth 3 points, with a total of 63 potential points. The passing score ratio was set at 2, equivalent to 66.7%, calculated by dividing the score by 21 (the number of questions). Student’s self-reported comfort in obtaining a history and physical exam in Spanish, obtained before and after completion of the course post-comfort scores (median, 3), increased significantly compared to pre-course comfort scores (median, 0.5) - increased by an average of 2.5. This Online Spanish Medical Course (OSMC) requires no prior Spanish background or exposure, providing a notable advantage. Most students praised the convenient and effective online format. Despite its short duration, the course yielded significant benefits.

Objective·To explore the effect of online courses combined with the teach-back method among patients with laryngectomy and their family caregivers.Methods·Convenience sampling was used to select patients with laryngectomy treated in the Department of Otolaryngology, Shanghai Changhai Hospital from July 2022 to June 2023 and their family caregivers. The participants were divided into a control group and an observation group using the random number table method. The intervention was conducted in two different wards. General information of the two groups of patients and caregivers was collected. After admission, the control group watched offline videos recorded by the department. The videos introduced laryngocarcinoma-related knowledge and standard procedures of airway stoma care, suctioning, nasal feeding, etc., which were divided into 4 sessions with 30 min each. The patients watched one session per week. The observation group watched the same videos (8 lessons) online on their own after admission, while the nursing staff used the teach-back method for health education, consolidating 2 lessons once a week, 45 min/session for 4 weeks. The effectiveness of the intervention was evaluated by using Caregiver Preparedness Scale (CPS), Family Caregiver Task Inventory (FCTI), and Chinese Quality of Life Instruments for Cancer Patients-Head and Neck Cancer (QLICP-HN) at baseline (1st week), before discharge (4th week), and one month after discharge (8th week), as well as the incidence of adverse events during home care.Results·The study included a total of 120 pairs of patients and caregivers, with 60 pairs in each group. Five pairs in each group were excluded due to various reasons, leaving a total of 55 pairs in each group. There were no statistically significant differences between the two groups in terms of general information of the patients and the caregivers, QLICP-HN scores of the patients, and CPS and FCTI scores of the caregivers at baseline (P>0.05). Before discharge and 1 month after discharge, the CPS scores of the caregivers and the QLICP-HN scores of the patients in the observation group were significantly higher than those in the control group, and the FCTI scores were significantly lower (lower scores indicating better nursing care), with statistically significant differences (P

Authentic assessment brings a new dimension to assessment where learning and assessment are linked to genuine workplace environments. In this assessment, students apply knowledge and skills to solve real and felt workplace problems. Underpinned by the connectivism learning theory, this qualitative study examined students' authentic assessment experiences in an online course. It focused on the type of authentic assessment, benefits, and challenges encountered by the students during the course. The study followed a qualitative case study research design taking the short course on online teaching for educators as a case. Data were collected from twelve purposively selected participants through an open-ended questionnaire administered online, which served as a course evaluation instrument. The thematic analysis was employed to analyse data. The study found that course participants were exposed to different and multifaceted authentic assessments related to developing knowledge and skills in online teaching. The participants derived numerous benefits from authentic assessment activities, though they also encountered some challenges. The study concludes that authentic assessment should be entrenched in online professional development courses. The results are potential inputs to curriculum development that can inform the design and implementation of online professional development courses.

The paper describes the research conducted by the team of the English teachers of English for Humanities Dpt. of Southern federal university. The investigation aimed at the study of effectiveness of learning English terminology for special purposes by the non-linguistics university program students with the help of IT-technologies. In the experiment the online course "Legal Communication: Legal Writing and Oral Communication in the Practice of Law", developed by the interdisciplinary team of university teachers of the Faculty of Law and the English teachers of English for Humanities Dpt. on the Moodle LMS. Interdisciplinary approach applied in the course of investigation embraced the main principles of two sciences: methods of teaching foreign languages and terminology study. The results obtained show that both the usage of educational IT-technologies and the educational IT- products increases the students’ motivation for learning the language of their future profession if the content of the educational IT- products is thoroughly developed on the main subjects of theoretical and practical terminology study: the description of the history of formation and development of a language for special purposes, the linguistic and extra-linguistic factors that influenced its development, its vocabulary, style and genres, the techniques of appropriate use of terms in the special context.

This study explores the implementation of online learning for basketball courses at STKIP PGRI Bangkalan compared to offline basketball courses. Employing a true experimental design with a posttest-only control setup, the research gathers data through pretest and posttest scores. The study ensures validity through expert validation and assesses reliability using product-moment correlation. Normality tests are performed with the one-sample Kolmogorov-Smirnov test, while differences are evaluated using an independent sample t-test. This research reveals significant differences between online and offline learning environments. The analysis highlights a decrease in performance during online courses with a mean difference of 9.29870, underscoring the challenges faced by students in adapting to online learning platforms. The study contributes valuable insights into the effectiveness of online learning in physical education, providing a basis for future educational strategies and interventions.

Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study's purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students' perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and postprogram semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students' attitudes and beliefs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Having the students' focus during classroom sessions, especially in online courses, is of great importance. On the other hand, considering the characteristics of the new generation, innovative approaches should be highlighted in the classroom. This paper proposes several practical solutions based on gamification. These proposed methods are particularly employed at the beginning, middle, and end of the class. At the beginning of the class, activities with full interaction between students and the instructor are suggested to prepare students' minds. In the middle of the class, brief relaxation activities are introduced to relieve students' fatigue. At the end of the class, innovative group activities are introduced to summarize the class discussion. These methods aim not only to emphasize cognitive knowledge, which is the lowest side of the success triangle, but also to focus on strengthening students' skills and attitudes. These approaches have been employed over several semesters at Shahid Beheshti University in various engineering disciplines and academic levels. The survey results of these experiences indicate the positive reception and participation of students and the creation of an engaging atmosphere for better understanding of scientific concepts. Starting with mental preparedness, instructor-student interaction, stimulating interests, mental organization, learning through entertainment, dynamism, review and emphasis on important scientific points, and reducing anxiety are among the benefits of the proposed method. [ABSTRACT FROM AUTHOR]

The integration of MOOCs into Course and Training Institutions represents a profound shift in the landscape of education delivery and reception. Despite the substantial potential benefits of MOOCs, the adoption process is intricate. This research delves into the essential factors influencing adoption decisions and explores the unique challenges confronted by both adopters and non-adopters. Employing the TAM and TOE theoretical framework, the study utilizes a mixed-methods approach, combining quantitative analysis with qualitative insights from open-ended questions. The findings underscore the critical role of perceived ease of use (PEOU), emphasizing the importance of user-friendly platforms. Additionally, the study recognizes the pivotal influence of Service Quality, Financial Support, and Government Policy in shaping institutional intentions to embrace MOOCs. A comparative analysis between adopters and non-adopters reveals distinctive challenges for each group. Adopter express concerns regarding inadequate government support and promotional efforts affecting platform access. In contrast, non-adopters highlight the necessity for offline training and underscore government-related support and prioritization challenges impacting MOOC adoption. [ABSTRACT FROM AUTHOR]

Today, the JavaScript programming language ranks first both in the world well-known programming rankings and those in Ukraine in particular. The purpose of the research is quantitative analysis of online courses on learning JavaScript on well-known MOOC platforms. In order to achieve the purpose of our research, we used theoretical and quantitative (descriptive) methods. Also, we analyzed such well-known online platforms as Alison, Codecademy, Udemy, edX, Coursera as of December 2023. The number of online courses on each platform, their cost, an approximate user level, video length, etc. was used as criteria for the analysis. The analyzed MOOC was found to offer 1,795 online courses on learning the JavaScript programming language. Among them, 1,077 courses (60%) are paid, 201 courses (11%) can be taken for free, and 517 courses (29%) require optional payment. Most of the online JavaScript courses (788 courses, 44%) are developed for the Beginner level. Only 37 courses are available for experienced JavaScript programmers, which is 2% of the total number of online JavaScript courses. It was found that Codecademy and Udemy online platforms offer their users additional opportunities to learn JavaScript: programming projects (67 online courses); coding exercises (99 online courses); Practice test (55 online courses). The obtained results made it possible to formulate some proposals for choosing the optimal MOOC which helps to learn JavaScript, considering several selection criteria. [ABSTRACT FROM AUTHOR]

Digital marketing and entrepreneurship are two of the main and crucial topics in the digital age, and almost every field of science is unaffected by this subject (1). The principles governing the digital economy are generally different from traditional approaches (2). In transitioning from a resource-based economy to a knowledge-based one, it is essential to provide students and instructors with the necessary training to adapt to the new era (3). This transformation requires significant changes in the educational system, focusing on developing skills that are essential for the knowledge economy (4, 5). In recent decades, the issue of digital marketing has gained significant attention from authors, resulting in the publication of numerous books on the subject. One notable figure in this field is Iman Aghay, an accomplished Iranian entrepreneur now residing in Canada. With a wealth of experience in digital marketing, Aghay has been at the forefront of this industry for many years. He is also a best-selling author, international speaker, and the founder of Success Road Academy, one of the largest information marketing training centers in the world.He has collaborated with over 15,000 business owners, assisting them in expanding their businesses, and has aided numerous professionals in building their reputations as experts within their respective industries. He created the “Ultimate Course Formula, a step-by-step process that helps experts create and sell online courses in 60 days or less” (6). In this book, he provides a comprehensive guide to creating and marketing online courses, focusing on achieving financial, time, and location independence while positively impacting people’s lives. He believes that to help learners achieve their goals, online courses should focus not only on providing information but also on the necessary support and accountability.

To answer to the need to find effective study-integrated ways to support university students' well-being, an Acceptance and Commitment Therapy (ACT) -based online course intervention was conducted with quasi-experimental waiting-list control group design. Our aim with this study was to provide new knowledge of the relations and changes in students' self-assessed and physiological indicators of well-being and study ability during the course. Participating students (N = 68) completed self-assessments of psychological flexibility, organised study skills, study-related burnout risk, and perceived stress, and part of them (n = 35) participated in heart rate variability (HRV) measurements at the beginning and the end of the course. The results showed that students' psychological flexibility and organised study skills increased, as study-related burnout risk decreased in the intervention group with significant Time x Group interaction effects compared to the waiting-list control group. Students' perceived stress decreased in the intervention group, but the Time x Group interaction was not significant. The Time x Group interaction effects of HRV measurements were not statistically significant. The findings of this study indicate that study-integrated ACT-based online course can be effective in supporting university students' psychological flexibility and organised studying and reducing burnout risk, thus contributing to highly needed research on ways to enhance students' well-being in higher-education. [ABSTRACT FROM AUTHOR]

Online distance learning was the only option for many universities and schools around the world during the COVID-19 pandemic. This difficult period inspired many teachers and researchers to create new online courses and remote multimedia projects. This article describes two approaches aimed at developing communication and cultural skills, which are the most difficult for students to acquire during the isolation period. This article also presents an analysis of the satisfaction of students who have completed these courses. A quantitative approach to data was adopted as the research methodology. [ABSTRACT FROM AUTHOR]

In an online environmental health course, undergraduate students worked in teams of five and were immersed in a team-based climate change case study set in the Amazon rainforest. Each student was assigned a character role—a logger, a farmer, a conservation biologist, an environmental activist, and a policymaker. We aimed to understand whether student character assignments influenced their climate change knowledge, environmental concern, and connection to nature. Regression models were generated to test for differences in the outcome variables between characters at pre- and post-test. We observed higher gains in the nature relatedness scores for students assigned the logger role. After controlling for previous climate change knowledge, first-generation college students had lower climate change knowledge at the end of the course compared to non-first-generation students, but low-income students had higher climate change knowledge at the end of the course compared to non-low-income students. Environmental concern had no change over the term; scores were high during the pre- and post-survey for all students. There may be potential to develop a connection to nature by assigning students to play specific characters. Also, despite ongoing work to support first-generation college students, there remain opportunities to develop academic support programs for these students. [ABSTRACT FROM AUTHOR]

Many researchers have studied who and what teachers notice from video and some have focused on the analytic stance of teachers, meaning how noticing occurs. We complement existing work with a focus on analytic stance in a particular mathematics domain, proportional reasoning. We engaged 30 practicing teachers in an online course that included asynchronous and synchronous modalities. Teachers were asked to view a lesson video on proportional reasoning, record what they noticed, and then discuss their noticing in small and large groups. Responses were analyzed for what teachers noticed and how they noticed. Findings indicate the teachers noticed pedagogical actions of the teacher in the video, were evaluative in their responses, and made interpretations more often than making comparisons with analysis or connections. Teachers commonly paired a lower-level order analytic stance (i.e. describe, evaluate, restate) with an interpretation, suggesting that for interpretation to occur, teachers typically also included a phrase or sentence that was a lower-level order. During classroom discussion, lower-level order analytic stances often preceded higher-level order analytic stances. Recommendations are offered for ways teacher educators can strategically incorporate and edit video to promote teachers' higher-order analytic stances for noticing student thinking. [ABSTRACT FROM AUTHOR]

Insufficient comprehension of integrated STEM learning has become one of the main difficulties for teachers in implementing STEM lessons at school due to lack of integrative STEM curriculum in teachers' education programs. Therefore, the Elementary Teacher Education Program Universitas Pendidikan Indonesia in Purwakarta offers STEM Education for Elementary course as an optional course to support 21st-century education at the elementary school level. However, due to the continued Covid-19 pandemic, during the second semester of the academic year 2020/2021, all courses in our program were entirely carried out online. Through the descriptive analysis method, this paper details how the 16-weeks course was enacted online with a varied delivery form. Forty-two pre-service teachers enrolled in the course. Data on the course implementation were gathered in the form of video recordings of the lesson, while students' perception of the course delivery was captured through a course evaluation questionnaire. Results imply that the course includes a theoretical and practical session with teaching simulations and engineering challenges to model STEM teaching and learning to develop pre-service teacher's STEM pedagogical and content knowledge. In addition, course evaluation suggests that after enrolling in the course, the pre-service teacher has positive perceptions of the course delivery. [ABSTRACT FROM AUTHOR]

Copyright of Informatics Control Measurement in Economy & Environment Protection / Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska is the property of Lublin University of Technology 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 Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University 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.)

Introduction: The pandemic of COVID-19 caused a great challenge to clinical pharmacy programs. Global and local restrictions imposed by prevention and disease control bodies have made clinical training programs hard to implement on campus and/or in hospitals Aims & Objectives: To evaluate the effectiveness of a distance-assembled clinical training program for pharmacy students in Jordan during the COVID-19 pandemic Place and Duration of Study: This study was carried out from July to September 2020 at the College of Pharmacy, University of Petra, Amman-Jordan Material & Method: A Cross-sectional study survey that surveyed pharmacy students during the summer course quasi-experimental design using a post-test-only approach. Only pharmacy students during the summer of 2020 were enrolled in this study. Final year, 4th and 5th year.21 fourth and fifth pharmacy students completed the study. Students from other years were excluded. Specific patient data collection sheets were distributed to pharmacy students enrolled in an integrated pharmacy course in the summer semester from July to September 2020. After data collection, students were asked to develop a detailed pharmaceutical care plan. All sheets and care plans were collected from students, and a course evaluation questionnaire was utilized to measure the outcome of this distance learning approach. This approach focused on vital elements of therapeutic supervision involving appropriate drug indication, drug efficiency, drug safety, and inpatient compliance. The main variables tested in this study were students’ demographics, including gender and year. The second questionnaire consisted of student’s valuation of the clinical pharmacy supervisor. The third (questionnaire consisted of student's evaluation of the collection sheets and care plans for their patients Results: The results from the post-training questionnaire showed that the majority of students reported an apparent improvement in knowledge and clinical skills. Qualitative responses by participating students showed positive responses associated with this distance learning approach, suggesting the possible benefit of such approach on long-term clinical pharmacy education. Conclusion: A successful outline of a distanced organized clinical training for pharmacy students has been established during COVID19. Both the patients and the students assigned to them benefited from this clinical pharmacy educational experience.

Рассматривается практика применения метода «исследование в действии» (action research) при решении исследовательских задач. На основании истории появления и развития метода «исследование в действии», анализа примеров его использования в научных трудах сформировано описание метода, а также принципы его применения, которыми можно руководствоваться при проведении педагогического исследования. Метод получил широкое распространение в англоязычных исследованиях, как и феномен мультиграмотности, однако поиск среди множества научных источников в открытых ресурсах показал, что он редко применяется в контексте отечественных педагогических исследований. Обосновывается использование метода «исследование в действии» при изучении феномена мультиграмотности как интегративной личной характеристики, необходимой для взаимодействия с текстами новой природы. С помощью применения представленного метода описаны умения мультиграмотного человека, формируемые при освоении соответствующего онлайн-курса. Изучение практики освоения мультиграмотности как нового для русскоязычного педагогического дискурса феномена было дополнено актуальными данными, получено наиболее полное представление обо всех этапах его реализации. Описанный в статье этап диссертационного исследования позволил решить одну из поставленных в нем задач. Автор приводит не только преимущества применения метода «исследование в действии», но и риски, которые могут возникнуть. Применение данного метода позволяет произвести анализ практических действий, ведущих к формированию научных положений педагогического исследования и внести вклад в методологию педагогики.

Currently, e-learning content has become firmly established in the practical activities of university teachers. A lot of research is devoted to substantiating the possibilities of distance learning as a new format of education in the era of the digital revolution. The research problem is increasing the effectiveness of using online courses in the educational process of a university. The purpose of the research is to substantiate the possibilities of using online courses in the educational practice of universities as relevant content of a digital service. To achieve this goal, theoretical research methods were used (analysis, synthesis, differentiation, generalization, description), as well as methods of visual representation. The research results: the authors of the article have clarified the concept of «online course», determined the relationship between the categories «e-learning», «distance learning», «online learning», and considered a model of the structure of the online course; the advantages of using online courses for universities have been presented; The negative and positive aspects of the use of online courses by teachers in the educational process have been identified, and taking into account the analysis of experience accumulated in teaching practice, the most optimal options for using online courses at a university have been presented. Key conclusions: an online course is understood as e-learning content, which is an educational and methodological resource for conducting educational activities in the discipline; the optimal use of online courses in a mixed format (in combination with traditional classroom work). The orientation of universities towards the use of online courses in educational practice corresponds to current global trends in education.

Strong Families is a programme developed for families living in challenged or stressful settings to prevent poor mental health and developmental outcomes, violence, and substance use. Facilitators are conventionally trained in person over two full days, by experienced international trainers. During the COVID-19 pandemic and due to travel restrictions, we developed an online course to deliver the content of the training manual electronically, with videos explaining the most difficult exercises, note taking functions and click and reveal activities to check their understanding. We further blended synchronous and asynchronous course formats to accommodate facilitators' different time zones and work schedules. We tied two educational theories (Malcom Knowles theory of andragogy and Blooms taxonomy) into the Strong Families online course, to ensure learners are easily able to understand content, remember it and implement the gained skills within their communities. The aim of this paper is to discuss the process of the development of the Learning Management System and the Strong Families online course, as well as its benefits, key tools and essential considerations for replication through the UNODC multi-country and inter-disciplinary experience in digitalizing the Strong Family skills prevention tool to support other institutions interested in such a process, including in anticipation of future similar circumstances. To date, our online course has been made available in 10 languages, benefitting facilitators from 11 countries and the respective beneficiary families. Further impact evaluation, fidelity of implementation during national scale up and return on investment of integration of blended-learning concepts still need to be assessed. [ABSTRACT FROM AUTHOR]

Introduction: Ethics and professionalism in the health professions reflect how health professionals behave during practice, based on their professional values and attitudes. Health professions education institutions have implemented various strategies for teaching ethics and professionalism, including interprofessional education. The aim of the study was to evaluate the perception of undergraduate health professions students about the outcomes of an online interprofessional course in ethics and professionalism as well as their perception of interprofessional education and the importance of ethics and professionalism after taking the course. Methods: This is a descriptive cross-sectional study that targeted medical, dentistry, and pharmacy students. A researcher-made 31-item questionnaire was used. The questionnaire was tested for face, content, and construct validity. Reliability of the questionnaire was estimated by Cronbach alpha test. Descriptive statistics were used. T-test was performed to compare the results of male and female students and ANOVA was performed to compare the results of medical, dentistry, and pharmacy students. Statistical significance was set at p < 0.05. Results: Factor analysis of the questionnaire yielded three factors, namely course evaluation, perception of interprofessional education, and importance of ethics and professionalism in health professions education. The study participants expressed positive perceptions of all aspects of the course. They reported positive perceptions of interprofessional education, highlighting its benefits in enhancing understanding, teamwork skills, and respect for other healthcare professionals. The findings reveal some program-related differences in participants' responses, where medical students showed higher ratings of all aspects of the course, interprofessional education and importance of ethics and professionalism. Conclusion: Students of the three programs showed positive perceptions of the online IPE course on ethics and professionalism as well as the benefits of IPE and the importance of ethics and professionalism. This highlights the effectiveness of the course in addressing such important aspects of health professions education. [ABSTRACT FROM AUTHOR]

Background: Mental health problems remain a critical issue in young ages. It is documented that health and school professionals need continuous training on how to confront and promote mental health among primary school children. Within the Well@School project, an online course was co-created to develop health professionals' and primary school professionals' competences on mental health promotion. The aim of this study was to evaluate the handbook of the Well@School online course. Material-Methods: Focus groups were conducted in the five partners-countries (i.e. Bulgaria, Greece, Finland, Lithuania and Slovenia). Primarily, school professionals completed an online course and afterwards they participated in a pilot of the handbook. The focus groups were facilitated by the project research team members, and they were conducted in national languages. Content analysis was carried out for the analysis of the collected data. Results: Positive results were obtained regarding the content and the methods presented in the handbook. Specifically, the content was considered as useful in the provision of knowledge related to mental health issues, the layout motivated participants to go throughout the whole content. They found useful and applicable the methods on how to promote mental health effectively. Conclusions: This handbook supports the use of the Well@School online course and is applicable to current and future health professionals and professionals working in school settings. It provides a baseline from which innovative e-learning and teaching materials and pedagogical practice can be used. [ABSTRACT FROM AUTHOR]

The study aims to investigate the level of motivation and entrepreneurial competencies of students using online distance courses in entrepreneurial learning. Based on the Massive Open Online Courses (MOOCs) program, an experimental group of respondents took the course "How to Start Your Own Business" (March–May 2022), and their results were generated and compared with the control sample. After taking a 12-week course to improve entrepreneurial ability among students (in particular, paying attention to the motivational component of the study), one can note significant shifts in the internal positive motivation of experimental group students after taking this course. Thus, their percentage component increased to 43% compared to 25% initially (p = 0.3585). Simultaneously, substantial structural changes were observed in the analysis of students' entrepreneurial abilities, demonstrating improvements across nearly all assessment items. Future research directions should include studying the integration of MOOCs into academic programs and their impact not only on motivation, but also on success and long-term programs examining the impact of MOOC implementation on the post-graduation success of university students. [ABSTRACT FROM AUTHOR]

Background: In medical education, determining the strengths, weaknesses, desirability, and success of training courses from the perspective of its stakeholders is of particular importance because it can be the basis for subsequent decisions. Objectives: This cross-sectional research investigated the virtual summer semester from the perspectives of its many stakeholders. Methods: We conducted a multi-methods cross-sectional study. First, remote qualitative interviews were conducted with teachers and heads of departments to explain the features of the virtual summer semester course from their perspective. Twelve teachers and heads of departments participated in qualitative interviews using the intensity sampling method. A matrix was created in Microsoft Word according to the qualitative interview questions (web and telephone), and the answers were categorized based on thematic review. In the second phase, a mini literature review was conducted to develop the desirability and success indicators of online learning courses using questionnaires and checklists. In the third phase, a questionnaire-based survey was conducted among students (82 people). In the last phase, a checklist-based survey was performed among various stakeholders (100 people). Quantitative and qualitative data about the virtual summer semester course have been collected from 194 individuals. Results: Based on the thematic review of remote qualitative interviews and created matrix, strengths, weaknesses, and suggestions for improving this course were categorized. Based on descriptive statistics, the mean and SD of the age of teachers and heads of departments participating in the interview was (52.5 ± 8.68), and the mean and SD of the age of students participating in the questionnaire-based survey was (22.10 ± 2.78). In addition, the mean and SD of the age of students, teachers, heads of departments, and course executive team participating in the checklist-based survey were respectively (22.5 ± 3.5), (49.1 ± 7.5), (54.0 ± 2.8) and (34.3 ± 4.9). The findings of the questionnaire-based survey revealed that about 91% of the students have a positive attitude towards the course. In this regard, the average score of the students on all items about the desirability of the course was higher than the hypothetical average (P = 0.048). In addition, the quantitative findings indicated that all the stakeholders had evaluated the course as successful in terms of the organizational capacity of Smart University of Medical Sciences, pedagogy and educational effectiveness, and sufficient and capable human resources. In this regard, the average score of the course success factors differs from stakeholder to stakeholder for the organizational capacity (P = 0.004) and for the two components of pedagogy and educational effectiveness (P = 0.035) and sufficient and competent human resources (P = 0.043). Conclusions: According to the results and the conditions of the COVID-19 pandemic and its effect on medical education, these short-term and intensive structured virtual courses can be expanded and developed into regular semesters. The course's sustainability can be maintained by continual improvement. [ABSTRACT FROM AUTHOR]

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This paper focuses on the analysis of teacher and student activity during the videoconference course which has grown considerably during the COVID-19 health crisis, by taking as object of study the interactions that take place between these two actors. The urgent transition to distance learning has forced teachers and students to adapt their activity to new training modalities. The classroom is transported to the private space or to another professional space such as the office and the teacher and students take part in the course in a virtual space through a screen. Our research aims to understand how teachers and students interact in this new environment. In this paper, we present the theoretical framework that guided our research, we outline our mixed research methodology based on qualitative and quantitative data and finally we share specific elements of our result by focusing on the degree of multimodality of interactions in videoconference course and the effects induced by physical and technical environment.

The development of IT has led to the emergence of digital educational platforms that offer a variety of training courses. Among such courses are information hygiene courses relevant for Ukrainian citizens (the hybrid war causes demand to counteract information influences). The problem becomes the choice of such a course that would best meet the needs of the consumers of the course. The task of choosing a course is unstructured and multicritorial. Therefore, to solve it, it seems reasonable to use the Saaty (hierarchy analysis) method to solve problems of choosing the best alternative among the proposed ones. The authors substantiate the feasibility of using the Saaty method to select an online course and build a model of the educational task for choosing an online course according to the selected criteria. The model is based on five criteria and three alternatives (three various courses, A1–A3). Expert assessment from three experts is presented. The results of the pedagogical experiment are given (data from three student groups). The Saaty method has proven effective in solving choice tasks in the educational process. Therefore, mastering the method is recommended for the teacher, the mentor, or the facilitator.

Designing an online course is a complex and resource-intensive activity with a focus on pedagogical and technological aspects. One approach is the e-learning experience design (EXD) model, which combines user-experience design concepts, such as agile methodology and design thinking. This study aimed to design a website and activities for an undergraduate human–computer interaction (HCI) online course based on the EXD model and analyze the students' learning experiences. The students' experiences were captured from two online surveys opened during the first weeks (n = 94 students) and at the end of the semester (n = 93). The surveys utilized the e-Learning Usability Questionnaire (EUS) and asked for suggestions to improve the course delivery. In addition, the students rated their experience in pain points when participating in the course. The findings show that adopting the EXD model for an online course design and implementing some design best practices can promote students’ positive attitudes toward the course. The contributions of this study include an example of how an online course can be designed using the EXD model and a description of its effects on student attitudes.

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

The use of CRISPR-based experiments in an undergraduate course is appealing because of the ease of editing, and the relevance of CRISPR to current research. Before the COVID-19 pandemic, we developed an in-person lab for a high-enrollment course that allowed students to design and conduct CRISPR editing experiments in budding yeast, Saccharomyces cerevisiae. Post pandemic, the lab course moved online, and we lost the hands-on component. We subsequently developed an at-home kit that contained all the necessary materials for students to grow and transform S. cerevisiae with the DNA molecules necessary for CRISPR-Cas9 induced editing. Our at-home kits cost approximately $70 each to produce and were shipped to over 600 students during the 2020 to 2021 academic year. By adding the at-home experimental work to our remote, online lab course, students were able to generate loss-of-function mutants in ADE2 (causing a red color phenotype). Students were able to send edited yeast samples back to campus for sequencing, allowing for characterization of the different mutations that can occur due to CRISPR-Cas9 induced editing. Here, we described the protocol to produce and use the kits and summarized the student experience of using the at-home kit in a large enrollment, remote lab course. These kits provided opportunities to engage students in hands-on experimentation during a remote course and could also be used to reach learners in other domains, such as high schools and outreach programs.

Stress increases among the working population in Germany. Workplace stress management interventions are therefore becoming increasingly important, especially in the public sector, which has a higher structural risk for work-related stress than other organizations. Currently, face-to-face formats dominate, but promising digital offerings are being developed. The aim of this study was to investigate the effectiveness of a stress management intervention as a face-to-face and self-guided digital format, referring to the Job Demands-Resources Model. The preregistered study applied a randomized control group design in which N = 65 public service employees were assigned to face-to-face training, an online course, or waitlist control group. Participants completed online questionnaires before the intervention, shortly after the intervention, and six weeks later. Although trends for reductions in emotional exhaustion and perceived stress were evident among the intervention groups, mixed analyses of variance showed no interaction effects between the time and group on the outcomes. The main effects showed a significant decrease in stress levels regardless of the group and significant differences between intervention groups, with the online course reporting the lowest stress level. The results indicate that digital and analog stress management interventions can have desired effects within occupational health management. However, many unpredictable events (e.g., illness, vacation during the intervention) seem to influence the effectiveness in the workplace setting, and so further research is needed.

Background/purpose: Online courses have been widely used in all levels of education during the COVID-19 pandemic. This study explored the effectiveness of a dentist continuing education (DCE) course through the online devices in Taiwan. Materials and methods: The practicing dentists who participated in the online course of dental radiation technology for DCE offered by the Taiwan Dental Association (TWDA) in October 2022 and in March 2023 were enrolled in this study. The composition of participating dentists was confirmed by the public inquiry system and their learning effectiveness was evaluated by a questionnaire-based survey after the online DCE class. Results: All participating dentists (132 in October 2022 and 117 in March 2023) obtained consistent good learning outcomes in this online DCE course. Of these 249 dentists, there were 170 (68.27%) males and 79 (31.73%) females, 127 (51.00%) dental specialists and 122 (49.00%) general dentists, as well as 50 (20.08%) hospital dentists and 199 (79.92%) clinic dentists. The participation rates for this course of practicing dentists in non-municipalities (4.70%), counties (3.88%), eastern region (8.08%), and outlying islands (3.60%) were much higher than those in municipalities (0.79%), cities (1.16%), and the western region including the northern region (0.88%), central region (1.96%), and southern region (1.94%), respectively. Conclusion: The participating dentists express positive feedback on the online DCE courses, and the online DCE courses can reduce the urban-rural gap in dental education resources. The use of online DCE courses in dental education will be a future trend.