Search

Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students' use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students' actual video engagement. This research endeavor sought to bridge this gap by investigating university students' engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students' video engagement behaviors. Our findings indicate that in approximately 60% of students' video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students' lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students' video interactions in different contexts.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

Learning must be able to develop knowledge, skills, and mindsets so that the graduates produced have attitudes, abilities and knowledge that are integrated and skilled in life. One way to achieve learning can be done through habits of mind because the success of learning is strongly influenced by habits of mind. The purpose of this study is to as certain how habits of mind and cognitive learning outcomes in biology are affected by learning process oriented guided inquiry learning with blended learning support. A pretest-postest design wih a non-equivalent control group was employed in this study. The trial ran from February to June 2022. Utilizing the habits of mind questionnaire, pupils' thought patterns were assessed. Essay tests are also used to evaluate the results of cognitive learning. In this study, google form, LMS, and google meet were used for data collection. Statistical Product and Service Solutions software version 23 is used for data analysis and the results of covariance analysis (ANCOVA) showed a p value < 0,005, meaning that POGIL-supported blended learning can empower habits of mind and cognitive learning outcomes in biology learning. There is a substantial difference between the outcomes of the least significant difference and increasing habits of mind and cognitive learning outcomes. As a result, POGIL with moodle support can be used to enhance students' habits of mind and cognitive learning results in biology classes.

Although interest in blended learning for students has grown within elementary and secondary school contexts, limited research exists on the implementation of blended professional development (PD) for teachers. The current mixed-method action research study examined teacher participation in blended learning PD in a large California district, offered in response to the challenges during the COVID-19 pandemic. Using a survey and interviews, the authors examined teacher self-efficacy and the reported influence of the PD on their practice. Findings suggest that the blended PD provided participants with the perceived self-efficacy needed to implement new instructional practices. In addition, collaboration among teachers was essential, teachers were able to learn through different pathways and at different rates, and ongoing support from a qualified PD instructor was necessary. This study sheds light on the implementation of blended PD for K-12 teachers, shares insights on practical considerations for planning and application, and suggests areas for future research.

With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers' visibility of students' work in such a setting created challenges for teachers and learners alike. In the current study, students' perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.

The usage of video conferencing tools in teaching and learning has become a norm in today's higher educational institutions, recognized across various academic settings. The experience gained by most educators in using video conferencing tools for teaching during the COVID-19 pandemic could be leveraged to enhance these tools. The study aims to capture the current practices and explore the issues of using video conferencing for teaching and learning in Malaysian higher educational institutions. It focuses on three target groups with hands-on experience: academicians, students, and e-learning consultants or information technology (IT) support staff. Interview and focus group protocols were developed based on the four elements of the PACT framework: People (P), Activities (A), Contexts (C), and Technologies (T). Data were gathered through focus group discussions and in-depth interviews with the target groups. There were 24 participants involved in three focus group discussions and 28 participants in individual in-depth interviews. The PACT framework was employed to analyze the data, aiding in understanding the current situation, identifying areas for improvement, and envisioning future scenarios. Qualitative data were transcribed and categorized based on the four PACT elements. The study identified differences in the People element with four scenarios/practices on physical differences, six on psychological differences, three on mental models, and five on social differences. A total of twenty differences were identified under the Activities element, with six on temporal aspects, four each on cooperation, complexity, and safety-critical aspects, and two on the nature of the content. Under the Context element, one scenario/practice was identified for organizational circumstances, five for social circumstances, and three for physical circumstances. In the Technology element, five scenarios/practices were identified: two related to the input part of technologies and one each for the output, communication, and content parts of technologies. From the scenarios/practices of the responses, a total of fifty-two issues related to using video conferencing for teaching and learning were identified. These findings will serve as the basis for ideation in developing innovative video conferencing toolkits for teaching and learning.

Globalization and the call for global citizenship education have enabled virtual exchange to prepare healthcare students as emerging healthcare professionals for working in an increasingly interconnected and diverse world. Integrating virtual exchange opportunities into undergraduate curricula in higher education equips students with the knowledge, skills, and attributes needed to be responsive to global healthcare challenges. This study reports on the perceptions of undergraduate healthcare students from geographically distant locations on how (if any) participating in an international virtual exchange project fostered their intercultural competence. Anchored in social constructivism and adopting a qualitative methodology, data was collected using an online, open-ended reflective questionnaire. Findings from the thematic analysis highlight that integrating virtual exchange into curriculum design can foster intercultural competence, preparing healthcare students as emerging professionals for the world of work that necessitates an appreciation for diverse ways of knowing, being, and doing to ensure optimal healthcare.

This study aimed to explore the undergraduates' attitudes and perceptions towards the use of synchronous zoom classroom for learning, and the effect of individual differences on the perceptions of zoom learning. Data were collected via online structured questionnaire from a total of 379 undergraduate students, who utilized a hybrid mode for learning, at purposively selected two state universities. The findings explored that undergraduates did not overwhelmingly support or oppose the utilization of zoom platform for learning. Multi-group analysis revealed that: male undergraduates were more receptive to use zoom classroom for learning, and perceived more beneficial aspects associated with zoom classroom compared to female undergraduates; further, undergraduates in the final academic year had the preference for zoom learning whereas those in the first academic year did not show a definite inclination either in favour or against the use of zoom for learning; moreover, significant differences were observed over the preferences on learning through both zoom and face-to-face regarding theoretical and mathematical subjects where learning of theoretical subject was supported by zoom and learning of mathematical subject were not showed a definite inclination either in favour or against the use of zoom. These findings clearly demonstrate that there is a possibility to take forward the teaching and learning through a hybrid mode which integrates both online mode and traditional face-to-face mode. This research provides insights for educational policy makers and university administrators to incorporate a hybrid learning mode for effective learning and solution for the highly demanded physical infrastructure facilities in the universities.

The massive shift to online learning due to the COVID-19 outbreak has opened wider possibilities of telecollaboration among English learners through global online communities. Responding to the limited empirical evidence on what drives these learners to learn beyond their geographical boundaries, this phenomenological case study intends to delve into the English learners' motivational self-system in a global-speaking online community (GSOC). Recruiting six learners from different countries, the empirical data were gathered from participant observation, questionnaires, and interviews. Concepts of the L2 motivational self-system and international posture were employed to inspire the thematic analysis. The findings elucidate that the participants tended to disclose their stronger L2 ideal selves compared to their L2 ought-to selves. Further, they experienced multifaceted discrepancies in their English learning trajectories and saw GSOC as one of their motivating endeavors to decrease these discrepancies. They reflected that the outbreak had provided them with a broader opportunity to virtually learn from others mediated by technology. The international posture and instrumental motivation appeared to be a motivational construct in their L2 ideal projected selves. In contrast, the integrative construct was likely unable to exert its explanatory power in this context. To this end, some implications are also discussed accordingly.

Home-school communication is fundamental to parent involvement and student success. This essay and discussion article outlines the broad range of opportunities currently available for teachers to communicate with parents and associated strategies. The most frequent one-way modes of communication used with parents are discussed (websites, newsletters, email, texts, apps, report cards) as well as popular two-way interaction strategies (phone calls, home visits, parent-teacher conferences, virtual meetings). Key barriers to parent-teacher communication are also discussed, including racial stereotypes, language, teacher training, technology, and time, as well as the potential impact of a pandemic. Future directions for research in the area of school-home communication are also proposed. Ultimately, every communication exchange between teachers and parents occurs within the context of what has gone before and sets the stage for future interactions.

Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students' acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university's educational system, even in the New Normal.

Without the ability to analyze their own learning (metacognition), students can find it difficult to manage their educational journey. The good news is, future learning environments on online platforms offer innovative ways to develop these skills, even for those who are digital natives. This study aims to ascertain the effectiveness of online learning by using a website hyperlink-based teaching and learning scenario, especially using the Microsoft Teams platform towards students' metacognition during online learning. Both metacognition knowledge and awareness (regulation), representing the metacognition, were checked. Coordination systems in learning biology were the chosen topics to be taught in quasiexperimental research using a pretest-posttest nonequivalent control group design. Two classes were selected purposely based on the normality and homogeneity test to have the controlled and experimental classes. We examined the metacognitive knowledge and awareness using tests and questionnaires. We checked the effectiveness of the web hyperlink-based media on students' metacognition knowledge and awareness using MANOVA Regression analysis and N-Gain scores. Our developed web hyperlinkbased media has significantly enhanced students' cognitive knowledge and awareness.

This study compared the outcome of Early Intensive Behavioral Intervention when supervision was given over videoconference for half of the meetings. This started after 3 months of intervention. The participating children were diagnosed with autism spectrum disorder and were randomly placed in either the videoconference group or in the onsite group. The dependent variables were autism severity, preferences for socially mediated stimuli and problematic behaviors. The independent variable was supervision onsite or by videoconference. The results showed no significant differences between the groups on any of the outcome measures. A limitation of this study was the small group sizes, which limits generalization of the results to other children and settings. Furthermore, the onsite group received some supervision sessions via videoconference due to the COVID-19 pandemic. Nevertheless, our tentative conclusion is that supervision via videoconference has the potential to replace onsite supervision at least partially, but that larger scale research in a variety of settings is needed.

The COVID-19 virus pandemic has caused all governments to implement distance learning by utilizing information technology, including in academic advising. Studies conducted during the pandemic have shown changes in higher education institutions and students. This study aimed to find out and analyse the level of students' satisfaction with academic advising during the COVID-19 pandemic at public and private universities using five satisfaction indicators, namely tangibles, reliability, responsiveness, assurance, and empathy. The survey was conducted online, involving 1158 students from a total of 6 public and private universities in the city of Banjarmasin, Kalimantan Island, Indonesia. The data findings showed that in relation to the academic advising given during the COVID-19 pandemic, the students' satisfaction levels toward the provision of academic advising at both public and private universities during the COVID-19 pandemic were in the same category, which was "very satisfied". Thus, students' satisfaction levels toward academic advising at the university in Banjarmasin were very high, the demographic characteristics of the students, academic advisors, frequency of academic advising meetings and method of the academic advising meetings explained the significant differences in the students' satisfaction levels toward academic advising during COVID-19.

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, YouTube and the electronic content material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

This study investigates the impact of gender differences on the utilization of online platforms and attitudes toward them. A quantitative approach was adopted, employing a questionnaire comprising two domains: utilization and attitudes. The questionnaire consisted of 34 items, and its validity and reliability were assessed. The study's sample comprised 153 randomly selected graduate students from Jerash University. The findings indicate that students' utilization of online learning platforms, particularly the Zoom platform, is high, as is their positive attitude toward it. Furthermore, statistically significant gender-based differences were observed, favoring male students in both platform utilization and attitudes. The study recommends the implementation of a quasi-experimental approach to explore the gender variable's impact on students' platform utilization. Additionally, encouraging the use of Zoom platform among both students and instructors through incentivization is suggested.

This research investigated pre-service teachers' (PSTs) experiences with productive struggle in an online environment, and how it influenced their pedagogical knowledge. This action research study reports on secondary mathematics pre-service teachers (PSTs) who completed mathematical tasks in weekly synchronous Zoom sessions to develop their understanding of productive struggle. Vygotsky's (1978) Social Constructivist Theory and the growth mindset framework (Boaler, 2016; Dweck 2006; 2008) provided the lenses through which the research was designed and analyzed. Findings show that presenting opportunities for PSTs to experience productive struggle informs their pedagogical practice, and that providing this experience in an online environment is possible. PSTs gained an increased understanding of the importance of collaborative work, asking purposeful questions, and the alignment between productive struggle and improved mathematical understanding. [Note: The page range (56-74) shown on the PDF is incorrect. The correct page range is 56, 58-74.]

Mathematical literacy stands as a critical skill imperative for navigating the complexities of the 21st century. Enhancing students' mathematical literacy necessitates comprehensive engagement across the educational landscape. This aligns with the "Guru Penggerak" (GP) initiative, established by the government to serve as educational leaders, propelling the entire educational system forward. Nonetheless, the current GP program needs more specific provisions addressing mathematical literacy, and the existing learning environments for mathematical literacy remain constrained. Consequently, there is a pressing need to develop a dedicated mathematical literacy learning environment within the GP framework. This study endeavors to create a mathematically literate learning environment that is both valid and practical, potentially impacting the GP program significantly. Employing a design research approach, the study progresses through three key stages: preliminary, prototyping, and assessment. Seven teachers participated as subjects, using data collection methodologies including walkthroughs, observations, questionnaires, and interviews, which were analyzed descriptively. Findings indicate the development of a model for a mathematical literacy learning environment termed D-C-C with the LEPscO framework, which is deemed valid due to its alignment with the PISA framework, Indonesian educational curriculum, and unambiguous language. Moreover, the model proves practical for implementation within the GP program, exhibiting potential effects such as enhanced teacher satisfaction, learning, organizational support, and utilization of new knowledge, alongside improved student outcomes reflecting heightened mathematical literacy proficiency. This research contributes to educational discourse by introducing the LEPscO Framework, encompassing a Digital-Class-Community learning environment, structured learning processes encompassing training, classroom implementation, knowledge sharing, and community development, and targeted learning outcomes focusing on teachers' comprehension and reinforcement of mathematical literacy in education.

The Washington State University Extension Forestry program switched to all online programming in 2020 in response to the COVID-19 pandemic. Over 2,000 people participated in our webinars, providing an opportunity to survey a large audience about their webinar preferences. We found that people prefer webinars that are approximately an hour long and offered in the evening or late morning. Participants placed high importance on having a recording available, but they had mixed views on including video of the instructor speaking. Participants found online delivery to be successful and had a strong preference for online programming in the future.

This correlational cross-sectional study was conducted with 60 graduate students to explore their perceived social experiences with the use of synchronous videoconferencing in the online learning environment. By applying the theories of social presence and media richness, this study investigated the perceived relationship between social presence, social space, sociability, and media richness. The communication theories of social presence and media richness were applied to better understand the relationship between the communication medium (videoconferencing) and the interactions within the mediated environments (e.g., Zoom). This correlational crosssectional study explored graduate students perceived social presence and media richness of a synchronous videoconferencing learning environment by investigating how strongly and in what direction social presence, social space, sociability, and media richness were related. A Pearson correlation analysis was conducted to investigate how strongly and in what direction social presence, social space, sociability, and media richness were related in a synchronous videoconferencing learning environment. The results indicated a strong, positive correlation between Social Presence and Social Space (Positive Group Behavior); Social Presence and Sociability; Social Presence and Media Richness; Social Space (Positive Group Behavior) and Sociability; Social Space (Positive Group Behavior) and Media Richness; and Sociability and Media Richness. A moderate, negative correlation was indicated between Social Space (Negative Group Behavior) and Social Presence; Social Space (Negative Group Behavior) and Sociability; and Social Space (Negative Group Behavior) and Media Richness.

Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.

We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent's use of preventive strategies to address children's challenging behaviors for two parent--child dyads. A father, mother, and each of their young children participated. We also measured associated child outcomes and parent's perceptions of the technology-enhanced performance-based feedback intervention. We observed a functional relation between our intervention and parent practice. Although variable, desired child behaviors increased, and challenging behaviors decreased. Finally, parents indicated that they perceived the intervention to be socially valid.

Given the shift toward technology-based approaches to assessment and intervention and the growing popularity of virtual service delivery, practitioners must have data to inform whether student performance on curriculum-based measures (CBMs) is equivalent when administering assessments through different modalities. Reading CBMs are a widely used tool for benchmarking and monitoring student progress, but researchers have not thoroughly examined variations on CBM assessment modality (e.g., tablets, computers, video conferencing). The current study extends the research on CBM assessment modalities by comparing students' oral reading fluency (ORF) scores across traditional (face-to-face, with paper probes) and virtual (via video conferencing, with probes presented on screen share) assessment sessions. Results from four students, using an alternating treatment design, show slight differences between modalities with traditional face-to-face administration yielding higher scores. Assessment integrity and interscorer agreement data were collected. Discussion focuses on limitations, directions for future research, and considerations for practitioners.

Background: Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began. Objectives: The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods: Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions: No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.

The advent of the COVID-19 pandemic accelerated the need to conduct synchronous online instruction in which students and faculty were distributed geographically but aggregated digitally onto a single screen on a computer. This approach will likely persist into the future. Thus, a better understanding of how engagement approaches can be adapted to the synchronous online teaching environment is critical for future success. This research presents an experiment-based investigation into the effectiveness of two often-debated engagement approaches, namely, the camera-on and the vote/chat approaches in a synchronous online learning environment. We found that using individual engagement methods, such as requiring cameras to be on or using the vote and chat functions to elicit student responses, improves learning outcomes. Surprisingly, the combined use of these methods hinders student learning, and they perform no better than the control group where no specific engagement methods were required. We posit that the reason for this result is that too much engagement increases total cognitive load to a point where it is detrimental to learning.

Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. To this end, 254 children who received treatment-as-usual were compared to 162 children who received online treatment with Bayesian methods. The advantage of a Bayesian approach is that it can provide evidence for and against the null hypothesis whereas frequentist approaches only provide evidence against it. We found that children in the online treatment condition received slightly fewer treatment sessions but progressed equally after controlling for the number of sessions compared to the treatment-as-usual condition. These results have clinical and practical implications as they show that reading treatment can be successfully delivered online.

Purpose: Telemedicine approaches to autism (ASD) assessment have become increasingly common, yet few validated tools exist for this purpose. This study presents results from a clinical trial investigating two approaches to tele-assessment for ASD in toddlers. Methods: 144 children (29% female) between 17 and 36 months of age (mean = 2.5 years, SD = 0.33 years) completed tele-assessment using either the TELE-ASD-PEDS (TAP) or an experimental remote administration of the Screening Tool for Autism in Toddlers (STAT). All children then completed traditional in-person assessment with a blinded clinician, using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3), and Autism Diagnostic Observation Schedule (ADOS-2). Both tele-assessment and in-person assessment included a clinical interview with caregivers. Results: Results indicated diagnostic agreement for 92% of participants. Children diagnosed with ASD following in-person assessment who were missed by tele-assessment (n = 8) had lower scores on tele- and in-person ASD assessment tools. Children inaccurately identified as having ASD by tele-assessment (n = 3) were younger than other children and had higher developmental and adaptive behavior scores than children accurately diagnosed with ASD by tele-assessment. Diagnostic certainty was highest for children correctly identified as having ASD via tele-assessment. Clinicians and caregivers reported satisfaction with tele-assessment procedures. Conclusion: This work provides additional support for the use of tele-assessment for identification of ASD in toddlers, with both clinicians and families reporting broad acceptability. Continued development and refinement of tele-assessment procedures is recommended to optimize this approach for the needs of varying clinicians, families, and circumstances.

Student engagement is an important factor in higher education learning, but engaging students in online learning settings has been found to be challenging. Little research has been conducted yet into how online learning activities can engage students. In this study, students' experiences with online education were examined during the COVID-19 pandemic to find out what online learning activities promoted their engagement and what underlying engagement mechanisms informed those activities. Six online focus groups were held via Zoom with students (N = 25) from different social sciences programs at the University of Amsterdam. Findings revealed synchronous and asynchronous online learning activities that stimulated three dimensions of engagement and their underlying mechanisms. "Behavioral" engagement was stimulated through activities that promote attention and focus, inspire effort, break barriers, and provide flexibility. "Affective" engagement was stimulated through activities that promote a group feeling, encourage interaction, and create a sense of empathy and trust. And "cognitive" engagement was stimulated through activities that generate discussion and personalization. This research provides teachers with insights into how to promote student engagement in online education.

Background: Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. Methods: A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. Findings: Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. Conclusions: Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.

This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three fifth-grade students with learning disabilities. During these online interventions, participants received one-on-one explicit instruction, practiced key concepts using virtual manipulatives, and solved fraction problems using interactive boards. Researcher-developed probes measured the participants' percentages of correct answers across baseline, intervention, and maintenance phases via an online assessment tool. In overall, students' performance improved as the intervention was introduced; however, the extent and maintenance of improvement varied according to the students' participation and perspectives regarding online instruction.

Background: In March 2020, the rapid spread of the novel coronavirus (COVID-19) resulted in lockdowns of schools and businesses alike across the United States. For working parents of preschool age children, the forced closure of child care centers created a unique situation where parents suddenly become the major source of daily care and education for their children. Objective: The present study was conducted to provide new evidence concerning young children's perceptions of the COVID-19 stay-at-home mandate as a way to reveal children's understanding of the pandemic. Method: Child and parent interviews were conducted via teleconference with their child's regular preschool teacher in the spring of 2020. Narrative data were content analyzed using open and axial coding (Saldaña, The coding manual for qualitative researchers, Sage, 2016). Results: The majority of parents reported providing their children with information on why they were home. Use of advanced language specifically referencing the coronavirus in conversation with their children was associated with more non-responding or children repeating their parent's utterances verbatim. Preschoolers who were given more simplistic explanations (e.g., germs) could expand their responses indicating understanding (e.g., you will get sick, need to wash hands, wear a mask). When parents did not offer information, children generated their own meaning and interpretations, often citing erroneous ideas (e.g., people are sick because they ate rotten bananas), reflective of how young children make sense of their world. Conclusion: These findings indicate that using simplistic and factual age-appropriate language enhances the likelihood that young children will understand and accurately perceive potentially life threatening situations.l

In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between students attending a physiology class (PHSL3051) synchronously via Zoom or asynchronously by viewing recorded lectures posted after class. Students in PHSL3051 were evaluated with four unit exams and one cumulative final exam. Although pooled analysis of all students showed that synchronous lecture viewing positively predicted exam scores, this positive association was even larger when the data were analyzed by gender and ethnicity. For female-identified students and students of color (SOC), attending lectures synchronously was associated with average scores on every unit exam that were higher by 2.7-7.4 percentage points. Moreover, the greater a student's synchronous participation in the course throughout the semester, the better that student's performance on the cumulative final exam was likely to be. These data highlight the need to better understand how different groups of undergraduate students select and respond to different assessment methods used in the same course, which may have long-term effects on their overall performance at 4-year institutions.

This study compared the use of delivering a single instruction (e.g., Who is it?) versus varied instructions (e.g., What's their name? Who is this? What about this one?) when teaching three children diagnosed with autism spectrum disorder (ASD) novel expressive label targets via direct telehealth. The present investigation utilized an adapted alternating treatments design nested into a multiple probe design, to teach participants to expressively label pictures of cartoon characters using either a single instruction or varied instructions. The goal of this study was to evaluate the acquisition, effectiveness, and efficiency of the two different procedures for each participant. The results demonstrated that while students learned all targets in both conditions, skill acquisition rates were slightly higher for the majority of participants using varied instructions via telehealth.

The purpose of this study was to examine the extent to which typically developing (TD) siblings of children with autism spectrum disorder (ASD) could implement the model-lead-test (MLT) strategy through the self-monitoring checklist and telehealth-based coaching, as well as the impact of the sibling-mediated intervention on the acquisition of various skills in children with ASD. Two sibling dyads participated in this multiple-probe-across-behaviors study. The instructors coached and provided feedback to the TD siblings on using the MLT strategy and the self-monitoring checklist via telehealth. The results demonstrated that the self-monitoring checklist and the telehealth-based coaching effectively improved treatment fidelity as the TD children delivered the target strategy, which, in turn, improved a diverse range of skills in their siblings with ASD. However, difficulties in generalization to new instructional targets for TD participants and maintaining learned targets for participants with ASD were observed.

The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.

Learning to descend stairs requires motor and cognitive capacities on the part of infants and opportunities for practice and assurance of safety offered by caregivers. The American Academy of Pediatrics prescribes the age strategy to teach toddlers to safely descend stairs but without much consideration for individual differences in infants' skills or caregivers' techniques. The purpose of this study was to observe the natural ways in which caregivers teach infants to descend stairs at home and the extent to which infants abide. Of particular interest was to examine the dynamic nature of caregivers' teaching and infants' learning over the session with attention to individual differences. Dyads (N = 59) were videorecorded on Zoom for 10 min interacting on stairs at home in the United States, Brazil, Canada, Italy, and Spain. Infants (n = 30 girls, 29 boys; 13-month-olds ± 1 week) were novice walkers (M = 2.04 months walking experience). Caregivers used a variety of teaching strategies and focused on "backing" and "scooting." Infants were more likely to heed caregivers' guidance when caregivers provided hands-on support and verbal encouragement suggesting infants were engaged and responsive to caregivers' overtures. Infants' walking experience predicted change in descent strategy over the session. Although infants did not show evidence of learning over the session, consistent caregiver instruction suggested caregivers were persistent, if not effective, teachers. Teaching and learning motor skills in a potentially risky task creates a unique opportunity for interaction, allowing infants and caregivers to learn from one another.

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.

Background: During the COVID-19 pandemic, Ireland implemented a series of stringent public health measures, including lockdowns and suspension of non-urgent clinical services. Aims: To investigate the impact of the COVID-19 pandemic on the demand for and delivery of speech and language therapy (SLT) services in Ireland in 2020. Methods & Procedures: Two iterations of a cross-sectional, mixed-methods online survey were distributed to speech and language therapists (SLTs) and SLT students in Ireland in the spring and autumn of 2020 using a combination of purposive and snowball sampling. The spring survey yielded 407 responses (including 14 from SLT students), while 197 respondents took part in the autumn (13 students). Survey analysis focused on questions related to the impact of the COVID-19 pandemic on delivery and demand for SLT services (student responses were excluded from analysis owing to low response rate). The largest group in respect of experience were senior SLTs (58% in both surveys). The work settings most strongly represented were HSE primary care (34.4%) and disability services (26.5%) in the spring, and HSE primary care (39.1%), acute hospitals (22.8%) and disability services (20.8%) in the autumn. We used descriptive statistics, including distribution analysis, to analyse the quantitative data. Free text data were interrogated through a variant of a conventional qualitative content analysis. Outcomes & Results: In the spring, cessation of face-to-face services featured prominently (reported by 65.6% versus 14.2% in the autumn), across SLTs' work settings, except acute hospitals. Lower demand was reported by 42.5% in the spring, while in the autumn, 48.7% indicated that demand was higher. SLTs experienced large-scale redeployment (spring: 45.9%, autumn: 38.4%), with HSE primary care SLTs redeployed most (spring: 71.7%; autumn: 62.3%). The need to suddenly pivot to telehealth was a significant challenge in terms of training, technology and logistics. New ways of working emerged and gradually, telehealth became more embedded. SLTs also had to adapt to working with evolving public health measures, such as space restrictions and personal protective equipment (PPE) requirements. Across the two survey iterations, SLTs reported tensions between demands and capacity: while referrals and demand initially decreased in the spring, this led to increased backlog and longer waiting lists, ongoing and increasing pressure on clinicians and services, and negatively impacted clients and families. Conclusions & Implications: The COVID-19 pandemic had a significant negative impact on SLT services in Ireland. Going forward, the SLT profession and its services will require sustained support to mitigate long-term negative consequences, such as increased waiting lists.

Background: The COVID-19 pandemic resulted in rapid changes to head and neck cancer (HNC) services. Multidisciplinary team (MDT) face-to-face appointments were converted to telehealth appointments (telephone and video-call) to reduce the risk of COVID-19 transmission. The literature exploring HNC patient experience of these appointment types is limited. Aims: To explore patient experience of telehealth appointments at one UK centre during the COVID-19 pandemic, as well as the variables that may influence patient preference for virtual or face-to-face appointments. Methods & Procedures: A survey-based study design was used, with closed questions and open text options to capture the views of the participants. Quantitative data were analysed using descriptive statistics. Open text data was used to add depth to the findings. Outcomes & Results: A total of 23 participant surveys were returned. Six categories were identified: Usability; Information receiving & giving; Satisfaction; Emotions and comfort; Rapport; and Travel time and cost. Overall, participants gave positive responses to each category and indicated that telehealth appointments met their needs. Areas for clinical consideration are highlighted. Variables such as age, travel distance from hospital site, fear of COVID-19 and information technology (IT) access did not appear to influence patient preference for appointment type. Conclusions & Implications: Going forward, telehealth may be considered for use in combination with face-to-face appointments in the HNC pathway. Areas for further development include a 'telehealth screening tool' that may help to identify those patients most appropriate for these appointment types, or who require support to access them.

The use of virtual learning communities has shown great potential for language education. Research suggests that video-conferencing technology can assist teachers in creating such communities for second-language teaching. Gather.Town is a gamified, video-conferencing platform that revolutionizes the traditional static video-conferencing experience for language learners. It provides users with a 2D map with avatar-based game features utilizing proximity-based video-conferencing functionality which enhance student online engagement and promote interaction that resembles real-life conditions. Gather.Town has received increasing attention from educational researchers since its launch in May 2020; however, its adoption in language classrooms has not yet been explored. This review paper aims to introduce Gather.Town to language teachers and researchers to enhance student engagement in virtual learning communities.

Women with Tourette's syndrome (TS) continue to be under-researched, despite female sex being associated with increased tic-related impairment in adulthood. Existing literature indicates that individuals with TS are more likely than the general population to report self-stigma, but little is known about the subjective identities of women with TS and how this relates to psychological wellbeing. Semi-structured interviews were conducted via Zoom with a purposive sample of 11 females. All were diagnosed with TS and aged 18-28. Data was transcribed verbatim and thematic analysis applied. Five themes were established: "I'm not normal", "I just want to be me", I'm a "people pleaser", seeing oneself as an "outsider", and "it's just part of me…it's not going anywhere". Difficulties with self-acceptance and the autonomy to be one's true self were noted and appeared to be intensified by stereotypical gender roles and attempts to conceal tics. Findings also suggested that personal growth and feelings of mastery can be achieved through embracing TS as part of one's identity, or recognising it as just one aspect of the self. Psychological support focused on accepting and living with tics rather than reducing them may benefit this population and is currently difficult to access. Consideration should also be given to improving the availability of support groups where women with TS can meet others like themselves.M

The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers' perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners' perceptions of synchronous online learning: the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology.

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

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.

This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants' experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.

This article presents the findings related to an exploratory study of the systemic impacts of the COVID-19 pandemic on the studies of graduate students of Brazil. It was sent a survey to 38 students who attended a University of São Paulo graduate course during the first semester of 2021. An exploratory sequential mixed method approach was followed. Quantitative and qualitative data was collected using questionnaires. The quantitative data was analyzed through descriptive statistics. The qualitative data was examined following a language processing method. The insights gained from both kinds of data were connected using a causal loop diagram. It was found that home confinement was the factor that created the main barriers to learning. In addition, digital fatigue, inadequate teaching strategies and the limitation of video conferencing tools also impacted negatively on learning. On the other hand, the pandemic also brought learning opportunities: the students took advantage of courses, webinars and conferences offered during the pandemic. In addition, the students developed new IT and communication skills.

A focus on resilience in experiential education provides students in pre-professional programs opportunities to reflect upon their experiences as interns while also supporting their mental health and professional growth. Faculty must help students to identify strategies to manage stress and develop professional norms needed to thrive in a variety of work environments -- whether in-person, hybrid, or remote. Capstone internship experiences offer an ideal setting to help students develop practical skills to support their personal and professional growth and identify their personal values and priorities. Field experience courses can foster student resilience by incorporating time for student journaling and reflection into all class meetings, encouraging students to identify strategies to forge a healthy work-life balance, and focusing on professional socialization by curating their online presence and mastering online collaborative tools such as Microsoft Teams that are vital elements of hybrid and remote work settings.

COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students' levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning.