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

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

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

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

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

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

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

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

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

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

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

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

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

Two English language arts teachers, an instructional coach, and a principal work to implement their new curriculum with a focus on responsiveness to students, rather than fidelity to a script., For the past 3 years in our school district, the question 'What is English?' has been focused on 'What is English curriculum?' In May 2020, our district leaders introduced a [...]

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

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

The COVID-19 pandemic has accelerated the use of videoconferencing-delivered online exercise classes among community-dwelling older adults. This phenomenon is new, and no research has investigated older adults' relevant experiences and postpandemic perspectives. This study is situated in a naturalistic paradigm and adopted a descriptive qualitative methodology to understand the phenomenon. In-depth interviews were conducted with 23 older adults (aged 55–89 years) who have participated in videoconferencing-delivered online exercise since the COVID-19 pandemic. Utilizing thematic analysis, eight key themes were identified. Older adults experienced convenience, exercise regularity, technological transformation, and motivation when using this new form of exercise delivery. At the same time, they also experienced certain technological barriers and compromised quality of instructor supervision. Looking forward, older adults welcomed the increased opportunity for supervised exercise due to increased virtual capacity. They also envisaged that mobility-restricted groups such as frail older adults and caregivers would benefit from this form of exercise delivery. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on the concept of community of practice, the purpose of this study was to explore Brazilian physical education teachers' experiences of nurturing a community of practice online during the COVID-19 pandemic. Method: This was an action research project, and the participants were 13 high school physical education teachers (one of them acted as teacher-facilitator), one critical friend, and one meta-critical friend. Data sources included teachers' online meetings, critical friend conversations, interviews, and the facilitator's reflexive journal. Results: Inductive analysis resulted in four themes: finding emotional and pedagogical support, building a teachers-only space, creating an online group dynamic, and negotiating to research their own practice. The findings are discussed in relation to the characteristics of community of practices and online continuing professional development. Conclusion: Key aspects for future online collaborative continuing professional development are highlighted: (a) teachers-only; (b) by teachers, for teachers; and (c) combination of tools. [ABSTRACT FROM AUTHOR]

AbstractParticipating in online mathematical discussions is a beneficial strategy to improve online math learning. Research has examined online mathematical discussions from various aspects, focusing on the content discussed, student interaction, and the technical tools facilitating student participation, but few studies have investigated the interplay among these aspects. This study draws on Communicative Ecology Theory (CET, Foth & Hearn, 2007), which conceptualizes the sustainability of online communities as influenced by discursive, social, and technical factors, to explore how students’ discursive, social, and technical participation behaviors on an online mathematical discussion board are interacted. Leveraging a dataset including more than 90,000 students and two million online discussion interactions, this study indicated that students’ engagement with technical functions, especially a communication tool and a motivation system, within the discussion board significantly facilitated their social interactions and enhanced their demonstration of mathematical knowledge, mathematical literacy, and affective control in the discussions. These findings provide insights for educators and designers of educational applications to enhance student participation in online discussions thereby improving the effectiveness of these discussions in online learning. [ABSTRACT FROM AUTHOR]

In this article, a novel self‐triggered mechanism is developed to reduce the computation burden and communication bandwidth for the optimal regulation problem of nonlinear dynamical systems. Compared with existing results, this article can avoid continuous measurement of online signals while achieving the performance optimization with closed‐loop system stability guarantee. The self‐triggered mechanism is combined with the actor‐critic structure for performance optimization, where the critic is trained to provide a guideline to improve the actor. The actor‐critic learning is implemented as a hybrid system, where the critic weights update as a continuous flow, and the actor weights are adapted intermittently. The simulation study is conducted to verify the effectiveness of the proposed self‐triggered actor‐critic learning. [ABSTRACT FROM AUTHOR]

Retail workers contribute to the daily wellbeing of customers, including those living with disabilities or diseases. The relational job design theory suggests that one's perceived social impact (PSI) of their job contributes to improvements in job satisfaction, turnover intention, and persistence. Confirming such an association could encourage organization managers to commit more to community care for the purpose of improving the work outcomes of their employees. However, how convenience store workers perceive the social contributions of their work and the perception's impact on their work outcomes remains unclear. Thus, the first objective of this study was to examine the association between retail workers' PSI and work outcomes (job satisfaction, turnover intention, and hours worked). The second objective was to evaluate the effect of an intervention aimed at increasing the PSI on work outcomes. This study was part of a project to evaluate a dementia‐friendly program for convenience store workers. All participants completed a baseline survey after randomization. The intervention group was then required to complete a multicomponent e‐learning intervention program within one month. One month later, both groups completed a postintervention survey. The e‐learning program included lectures on dementia, virtual contact with people living with dementia, and information on the positive impact of retail store jobs on customers living with dementia. A total of 161 and 145 participants were analyzed in the baseline study and the postintervention survey, respectively. Cross‐sectional analysis of baseline data showed that the workers' PSI was significantly correlated with job satisfaction (β = 0.203, p < 0.001) and turnover intentions (β = −0.305, p = 0.006). However, the e‐learning intervention did not change PSI and work outcomes. Interventions that highlight workers' prosocial contributions more effectively and are successful in changing their PSI may improve their engagement and work outcomes. For retail workers, intervention based on a relational job design framework may be effective; however, designing such interventions remains challenging. This trial is registered with UMIN000043623. [ABSTRACT FROM AUTHOR]

Learner engagement is crucial for success in online learning, and interaction plays a key role in developing engagement. While previous studies have focused on student-instructor and student-student interaction, this study examines the impact of student-content interaction, measured on digital traces data, on academic achievement in an online course. By considering specific engagement strategies and profiles, a more comprehensive understanding of student-content interaction is achieved. Three engagement profiles were identified: synchronously engaged, asynchronously engaged, and disengaged. The synchronously engaged profile was found to be the most beneficial for academic achievement, especially for high-performing students. The study also revealed a positive relationship between engagement strategies and academic achievement, with online webinar attendance being the most contributing. Additionally, the impact of engagement strategies and profiles varied for students with different levels of prior performance. Practical implications for enhancing and monitoring engagement among different student groups are discussed. [ABSTRACT FROM AUTHOR]

Unsupervised feature selection has emerged as a significant and challenging issue in multi-view learning due to the need to process a large amount of unlabeled and high-dimensional multi-view data. Although numerous methods have been developed to this point, the majority of them are offline and have substantial computational and memory costs. Unlike previous work, we propose an Online Unsupervised Multi-View Feature Selection with Adaptive Neighbors (OUMVFSAN) method by exploring view-specific feature selection matrices and weights to handle the multi-view streaming data. Specifically, the proposed OUMVFSAN method naturally performs information fusion of different views guided through a consensus clustering indicator matrix to make feature selection matrices select more valuable features. Moreover, through processing multi-view streaming data by a buffering technique, OUMVFSAN reduces the computational and storage cost without sacrificing performance. We demonstrate the effectiveness and efficiency of the proposed OUMVFSAN with extensive experiments on eight multi-view datasets. It is worth noting that OUMVFSAN performs better than many state-of-the-art online and offline unsupervised multi-view feature selection methods. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Discussion Trial Registration Scientific research has consistently emphasised the high levels of stress encountered by family caregivers of individuals living with dementia. However, conventional self‐help approaches remain underutilised. The ‘Diversity‐On’ study addresses this issue. The study employs a storytelling approach to develop and evaluate an online self‐help program that is participatory and diversity‐sensitive, thereby ensuring congruence with diverse identities and lifeworlds.The study uses a mixed‐methods design, comprising the allocation and implementation of the intervention, the development of stories, a process evaluation (N = 20) and an outcome evaluation (quantitative: N = 130, qualitative: N = 20). The study's primary focus is its comprehensive participatory approach, integrated throughout the research process. The study is dependent on the input of a number of stakeholders, all of whom are committed to advocating for the concerns of patients.Given its participatory methodology and intersectional perspective, the ‘Diversity‐On’ study is anticipated to yield a number of significant outcomes. The study has the potential to empower family caregivers of individuals living with dementia who are under high stress, empowering them to take part in self‐help groups despite multiple barriers, thus alleviating their burden. Additionally, it has the capacity to promote the well‐being of caregiving relatives who are providing care and are experiencing high levels of stress. The study's objective is to maintain home care arrangements for as long as possible, in accordance with the values and preferences of care recipients and their families. The study intends to develop and assess a customised online self‐help resource that is suitable for a diverse range of users and that remains accessible beyond the study period.The project is subsequently registered in ClinicalTrials.gov [ABSTRACT FROM AUTHOR]

The analysis of streaming time‐to‐event cohorts has garnered significant research attention. Most existing methods require observed cohorts from a study sequence to be independent and identically sampled from a common model. This assumption may be easily violated in practice. Our methodology operates within the framework of online data updating, where risk estimates for each cohort of interest are continuously refreshed using the latest observations and historical summary statistics. At each streaming stage, we introduce parameters to quantify the potential discrepancy between batch‐specific effects from adjacent cohorts. We then employ penalized estimation techniques to identify nonzero discrepancy parameters, allowing us to adaptively adjust risk estimates based on current data and historical trends. We illustrate our proposed method through extensive empirical simulations and a lung cancer data analysis. [ABSTRACT FROM AUTHOR]

Introduction: Numerous pedagogical practices ought to be contemplated for the acquisition of practical aptitudes imperative to postgraduate operating room nursing education. The employment of digital technologies has emerged as a strategic focus in higher education and learning paths exhibit potential as a digital approach in nursing education. Objective: This study aimed to investigate the experiences of postgraduate OR nursing students who underwent a blended learning approach, which combines digital learning paths with skills training, and to explore how this approach prepares students to attain specific learning outcomes during their internship period. Methods: This qualitative study employed a descriptive, exploratory design and utilized focus group interviews facilitated by an interview guide to gather qualitative data. A purposive sampling strategy was employed, and the collected data were analyzed using a systematic text condensation approach. Results: The analysis of the data revealed two main categories and five subgroups. The first category, "Blended learning serves as adequate preparation for internship," includes subgroups that highlight the advantages of diverse learning activities that aid in the development of a strong foundation in practical skills. The positive influence of peer collaboration fosters improved learning through social interaction, while the organization of the curriculum has a significant impact on students' learning experiences. The second category, "The importance of skills training and behaving in an operating theater context," consists of subgroups that emphasize the necessity of progressing from basic technical skills training to simulation pedagogy to ensure appropriate behavior in the operating room. Small group sizes, close monitoring, and assessment by educators contribute to effective learning. Conclusion: The integration of digital learning paths with skills training fosters a problem-solving approach and encourages active and collaborative learning. Skills training in small groups, timely feedback, and coordination among subject managers to handle the students' workload can create an optimal learning environment. [ABSTRACT FROM AUTHOR]

Background: The COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning. Objectives: To explore the lived experiences of students in various years of medical education attending a medical college in Chennai, India. Methods: In this qualitative exploration of lived experiences we conducted 4 focus group discussions among students of the four years in the medical college with the help of a checklist. We recorded the interviews, transcribed them and performed a thematic content analysis. Results: There was a gendered impact of the lockdown on the online learning experiences with women students finding it challenging to attend classes balancing their gender roles of performing household chores. Online learning offered some advantages in the form of increased participation and engagement due to the partial anonymity. The greatest disadvantage of online learning was lack of clinical learning experience. The students resorted to fabricating case studies for discussion, which some students found useful and some commented that it can never replace real life clinical discussions. A generational gap between adoption of technology between the senior professors and the students hampered the online learning. Online assessments were challenging, and many students resorted to cheating in these exams. Conclusions: Though online learning offers several advantages, it has serious limitations in offering the clinical learning experience. While planning adoption of online learning into routine medical education adequate time must be set aside for real life clinical exposure in addition to the online lectures and demonstrations for conceptual understanding. [ABSTRACT FROM AUTHOR]

AbstractThis study explores the role of teaching presence in students’ behavioral engagement in online learning. We analyzed three classes conducted by one teacher over a period of three semesters. Content analysis and social network analysis were employed to analyze the teacher’s teaching presence and students’ behavioral engagement. Results indicated that teaching presence promoted students’ interaction and reduced the number of marginal students. Results also showed that design and organization, facilitating discourse, and technological support positively contributed to students’ behavioral engagement in their learning, while direct instruction and assessment had some inhibitory roles in students’ behavioral engagement. This study adds to the literature on how teaching presence indicators influence students’ behavioral engagement. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre‐post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety‐promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy‐promoting responses in line with cognitive behavioural theory (i.e., problem‐solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy‐to‐access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop‐out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement. [ABSTRACT FROM AUTHOR]

AbstractWith the growth of cultural diversity in online higher education, this qualitative research aimed to investigate instructors’ perceptions, practices, and challenges of increasing cultural presence in online course design and delivery. Seventeen instructors with different disciplinary backgrounds, online teaching experiences, titles, and ranks participated in semi-structured interviews. The research findings showed that instructors experienced multifaceted opportunities and challenges while developing culturally inclusive online learning environments. Four themes emerged regarding their perceptions and practices, including (1) cultural sensitivity and intersectionality in learner analysis and empathy, (2) developing culturally responsive online learning experiences, (3) humanizing online instruction for relationship and community building, and (4) decolonizing power dynamics to advance divergent voices and thinking. Instructors also encountered some difficulties and barriers: (1) the complexity of online instruction, (2) the lack of organic socioemotional connection, (3) the heavy workloads, and (4) the limitations of resources and support tailored to online learners. [ABSTRACT FROM AUTHOR]

Background: The risk of developing type 2 diabetes mellitus (T2DM) is up to 50% among women with gestational diabetes mellitus (GDM). However, diabetes education during and after pregnancy is limited. To bridge this gap, our team developed four training modules on GDM for nurses and community health workers. This pilot study assesses changes in knowledge, self-efficacy for providing diabetes education, attitudes, and intentions to recommend diabetes prevention before and after training completion. Methods: Interactive online modules were disseminated to clinical staff providing care for women with GDM in the United States. Optional pre- and post-training surveys were conducted to gauge the effectiveness of the modules. GDM knowledge (scoring 0–100) was evaluated with a 23 question assessment with total score and individual module scores reported [(# correct/# total)*100]. Self-efficacy for providing diabetes education (scoring 1–10) was evaluated with a 15-question survey and intention to recommend diabetes prevention (scoring 1–5) was assessed with an 8-item survey. Attitudes were assessed with three subscales of the Diabetes Attitude Scale (scoring 1–5). Changes in scores on each scale before and after training are reported using non-parametric Wilcoxon matched-pair signed rank tests. Results: Eighty-two individuals completed baseline evaluation and 20 individuals accessed all modules and completed post-training assessments. Among those completing the training, improvement was noted in GDM knowledge [56.5 (16.0) v. 78.3 (22.0), p < 0.001], self-efficacy for providing diabetes education [6.60 (2.73) v. 9.33 (0.87), p < 0.001], attitudes toward the value of tight control [4.07 (0.79) v. 4.43 (0.86), p = 0.003], and intentions to recommend diabetes prevention measures [4.81 (0.63) v. 5.00 (0.00), p = 0.009)]. Conclusions: Completion of our interactive online modules improved knowledge, intention to recommend diabetes prevention, self-efficacy to provide diabetes education, and attitudes toward the value of tight control among individuals caring for women with GDM. Trial registration: This study was registered at clinicaltrials.gov, identifier: NCT04474795. [ABSTRACT FROM AUTHOR]

Background: Patient-oriented research is now widely regarded as key to improving health systems and patient outcomes. This shift toward meaningful patient involvement in health research has sparked a growing interest in patient-oriented research training across Canada. Yet some barriers to participation, including distance and scheduling constraints, may impede the provision of in-person patient-oriented research training. Virtual course delivery options may help surmount those barriers, as well as offer unique pedagogical advantages. Objective: To help increase patient-oriented research training uptake, the research team adapted the Canadian Institutes of Health Research's (CIHR) Strategy for Patient-Oriented Research's Foundations for Patient-Oriented Research course to a virtual format. The course consists of three modules, which focus respectively on patient-oriented research, health research methods, and teamwork skills. The current evaluation of this virtual delivery examines how a diverse set of participants received the online course. Methods: Course participants from a variety of professional backgrounds, including researchers, patients, clinicians, and policy decision-makers, were recruited from across Canada to participate in the adapted course. Participant and facilitator feedback was solicited via online surveys that were distributed shortly after the delivery of each module. Results: Over the span of the current project, the online course was delivered seven times across Canada. A total of 189 learners and 12 facilitators participated in the course. We received 89 completed feedback surveys in total. These included a total of 78 responses from learners, with 22 on Module 1, 32 on Module 2, and 24 on Module 3, in addition to 11 responses from facilitators. Overall, participants and facilitators were very satisfied with the course, indicating a successful adaptation from traditional to online delivery. Survey respondents were especially pleased with the course's co-learning elements, which exposed them to fresh perspectives and real patient voices, as well as ample opportunity for discussion. Some participants offered recommendations for minor course revisions. Future iterations of the course will reflect participant and facilitator feedback to enhance accessibility via minor changes to course format (e.g., shorter live sessions), content (e.g., more concrete examples), and workload (e.g., reduced pre-work requirements). Conclusions: Sustainable and effective health care depends on health research that includes active partnerships across diverse populations. These collaborative relationships are fostered by strong capacity in patient-oriented research, which in turn hinges on widely accessible training opportunities. This online course overcomes common barriers to face-to-face training and offers the accessible, inclusive training environment required for sustained progress in patient-oriented research. Plain English summary: In the past, patients were only involved in health research as study subjects and were excluded from membership on the research team. Today, it is the norm to involve patients and other non-researchers, such as clinicians and policy makers, as full, active partners in health research projects. This approach is called patient-oriented research, and is regarded as essential for good health care. In 2016, the Canadian Institutes of Health Research (CIHR) developed a course in patient-oriented research that helps people develop the skills they need to work together on a team with researchers, patients, caregivers, care providers, policy makers, and others. However, logistical challenges such as travel distance and scheduling conflicts may create barriers to in-person participation. Our research team adapted CIHR's course in patient-oriented research for online delivery, which can help overcome these challenges and provide additional educational benefits. We delivered the online course seven times to diverse groups of participants from across Canada, including researchers, patients, clinicians, and policy makers. A total of 189 participants completed at least one of the three course modules. In this article, we examine the results of 89 completed feedback surveys (78 from learners and 11 from facilitators). Overall, the feedback was very positive, with participants appreciating the opportunity to learn from real patient experiences in an inclusive environment. We also received suggestions for improvement, such as reducing pre-work and using more concrete examples, which will be incorporated into future versions of the course. This evaluation shows that this course was successfully adapted for online delivery and offers a valuable opportunity for building skills in patient-oriented research. [ABSTRACT FROM AUTHOR]

The study explores the usefulness of Fitness Health and Wellness at the University of the Visayas in implementation of the Hyflex learning. This study utilized the descriptive comparative research design. Anchored with the community of inquiry which will help the study of online learning and face to face learning Moreover, it has been recognized as having considerable potential to support higher order and deep learning through the interaction of social, cognitive, and teaching presences. All of these offer a useful structure to examine students' learning experience from the perspectives of collaboration, critical thinking, and knowledge construction. The lived experiences of the teachers have a greater impact on the lives of the students. Moreover, the results of the study reveals that there is a relationship in the different learning modalities the online learning and face-to-face learning in Physical Education Fitness Health and Wellness. This implies that the Hyflex Learning were implemented successfully through the unending support and cooperation among school administrators, teachers, students, and other stakeholders. However, it is a fact that students in online and face-to-face learning is highly recommended to reach out to the teacher if they have difficulties in performing the physical activities. [ABSTRACT FROM AUTHOR]

Background: Organizational adoption is a key but understudied step in translating evidence-based interventions into practice. The purpose of this study was to report recruitment strategies and factors associated with church enrollment and intervention adoption in a national implementation study of the Faith, Activity, and Nutrition (FAN) program. Methods: We worked with partners using multiple strategies to disseminate intervention availability. Interested churches completed an online form. To enroll, the church coordinator (FAN coordinator) and pastor completed baseline surveys and then received intervention online training access. We compared enrolled vs. non-enrolled churches on how they heard about the study and church characteristics. We compared intervention-adopting vs. non-adopting churches on Consolidated Framework for Implementation Research (CFIR) constructs using Fisher's exact tests, χ2, or independent sample t-tests and reported differences where p < 0.10, d≥|0.35|, or the difference in percentage points was ≥ 10. Results: We received 226 interest forms; 107 churches enrolled, and 85 churches adopted the intervention. Faith-based sources were the most, and paid media the least, effective in reaching churches, which were largely from the southeast with a Methodist or Baptist tradition (no differences by enrollment status). Enrolled churches were less likely to have 500 + worshipers and more likely to have attended a study information session than non-enrolled churches. Church (CFIR inner setting) and FAN coordinator characteristics, but not intervention characteristics, were related to intervention adoption. Conclusion: Partnerships, relationships, and "face time" are important for enrolling churches in evidence-based interventions. Church and church coordinator characteristics are related to intervention adoption. Further work on adoption conceptualization and operationalization is needed. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has led to the broad acceptance of distance education (DE), with university professors and students conducting the teaching–learning process remotely from their homes. The propose of this study to investigate the prevalence of musculoskeletal disorders (MSDs) before and during the COVID-19 pandemic and identify risk factors associated with DE that may contribute to an increased incidence of these disorders among university professors. Methods: This cross-sectional analytical study took a comparative approach and involved 310 university professors in Iran. Data were gathered using an online questionnaire. Initially, demographic and occupational information of the professors, hours of physical activity, and hours spent using electronic devices were recorded. Participants were then asked to report MSDs in various body areas throughout the previous year and the previous seven days. Finally, MSDs risk factors such as workstation ergonomics during computer, laptop, smartphone, and tablet use, as well as working postures during online teaching or offline content development during the COVID-19 pandemic, were examined. Results: The majority of the participants were male (66.13%), with a PhD (46.77%) and a faculty member position (74.2%). On average, the use of computers and laptops increased by 2.67 h and 2.72 h, respectively, during the pandemic compared to before the pandemic. This increase was statistically significant (P < 0.001). MSDs incidence increased significantly before and during the COVID pandemic was observed in the areas of the neck, shoulders, lower and upper back, arms, forearms, wrists and fingers (P < 0.05). The highest cumulative incidence (Cin) of MSDs was related to the neck (Cin = 24.20%), upper back (Cin = 21.29%), low back (Cin = 18.06%) and fingers (Cin = 16.13%). The prevalence of MSDs during the COVID pandemic was significantly associated with employment status (P = 0.042), work experience (P = 0.016), age (P = 0.027), increase in the use of computers/ laptops (P < 0.001), decrease of the smartphone/tablet distance from the body (P = 0.047), workstation (smartphone-tablet, computer, laptop) (P < 0.05), head position (smartphone-tablet) (P = 0.029), display height (computer/laptop) (P = 0.045) and physical activity (P = 0.006). Conclusions: It appears that the increased duration of smartphone, computer, and laptop use, combined with decreased physical activity and detrimental changes in ergonomic conditions of workstations during the quarantine period caused by the COVID-19 pandemic, has resulted in a shift from dynamic to static tasks and an increase in the prevalence and incidence of MSDs among university professors. [ABSTRACT FROM AUTHOR]