Adobe Connect Research Articles

Exploring Faculty Members’ Experiences with Virtual Classroom Platforms and Their Perceived Usability during the COVID-19

This two-phase mixed-method study examined faculty experiences with Virtual Communication Platforms (VCPs) and their usability in distance education during the COVID-19 epidemic. A stratified random sample of 913 faculty members from 167 universities was selected to participate in an online questionnaire that included the System Usability Scale, demographic information, and open-ended questions. Twenty-five of the faculty members who had completed the online questionnaire were then interviewed in semi-structured interviews. The quantitative analysis results indicate that Zoom was the most favored platform, obtaining a ‘Good’ usability score together with Google Meet and Adobe Connect. In contrast, Perculus and Microsoft Teams were evaluated as having ‘Poor’ usability. Results also revealed the significant effect of gender on Perculus, distance education experience on Zoom, and age and academic status on Zoom and Google Meet usability perceptions. Furthermore, the qualitative analysis results revealed usability challenges (e.g., technical challenges, functionality issues, usability concerns), positive aspects (e.g., usability and effectiveness, support and issue resolution, performance and accessibility), and suggestions for improvement (e.g., instruction and support, exploration and optimization, format and assessment enhancement). The study offers valuable insights for institutions to make informed decisions about adopting VCP, investing in targeted training programs, and ultimately fostering a more effective and inclusive distance education environment.

Evaluating the Usability of a Virtual Classroom Application from the Educator Perspective

The purpose of this research is to reveal the usability of virtual classroom application, which is used for synchronous lessons, in terms of effectiveness, efficiency, and satisfaction. A user-based approach was applied in order to collect quantitative data in this mixed method research. The effectiveness and efficiency of the system were revealed on the basis of 13 authentic tasks considering the status of the instructors performing the tasks, the number of critical mistakes they made during the tasks, and the time they spent on completing the tasks. The satisfaction of instructors with the virtual classroom application was determined through the SUS-satisfaction scale, observations during user tests, and interviews. A total of 12 instructors were in the data collection process. According to the findings, the completion rate of two of the seven tasks was over 90%. However, the successful completion rate of the total of six tasks was limited to 20%. It was also determined that the number of errors in the remaining 11 tasks exceeded the ideal number of operations and the completion periods were considerably longer. Overall results of the study revealed that the educator satisfaction levels for the Adobe Connect virtual classroom application were quite low.

Using Adobe Connect application in an EFL context: Does it have an effect on learners' speaking skills

The main aim of the present study was to explore the impact of Adobe Connect on Iranian English as a foreign language (EFL) learners' speaking skills. Furthermore, the study investigated whether the learners' attitudes to language learning changed after using Adobe Connect. For that purpose, 100 upper-intermediate EFL students were chosen through the convenience sampling method. The selected students were randomly assigned to two classes. The experimental group applied the Adobe Connect application; however, the conventional teacher-fronted instruction was used for the control group. The results showed that the Adobe Connect class considerably outperformed in speaking skills in comparison to the control group. This demonstrated that the Adobe Connect application is effective in improving learners' speaking skills. The findings suggest that Adobe Connect has a positive impact on enhancing learners' speaking skills. The platform's interactive features promote engagement and collaboration, leading to improvements in fluency, accuracy, pronunciation, and confidence. The results also revealed that there was a difference in attitude change between the participants in experimental and control classes. Adobe Connect has enhanced EFL learners' attitudes toward language learning as well as speaking skills. Thus, it can be suggested that the Adobe Connect application is an effective online instrument that can be used by EFL teachers.

Educating correct ECG interpretation is a way to promote the satisfaction and competency the diagnostic service providers.

Given electrocardiogram (ECG) interpretation as one of the diagnostical challenges for medical students and health professionals, this research was carried out to present an experience of web-based teaching method and novel approaches used for training of ECG interpretation. This online program was conducted in three days. The main content of the class was taught during one hour, and after that, the teacher spent enough time for responding the asked questions. The components of a normal ECG and different changes that can occur in these waves were taught through clinical case-based scenarios using the web platform and Adobe Connect software. The participants' satisfaction was assessed with a 12-item questionnaire, and the short-term retention of ECG interpretation skill was examined by comparing the posttest scores with pretest. A total of 224 individuals completed the course. Total satisfaction score was 53.05±6.98 (out of the maximum score of 60). Based on the results of the paired t test, the interpretation skill scores of the participants increased significantly from 2.5 ± 1.57 to 6.96 ± 1.89. (p<0.001, CI = -4.8 to- 4.11). This web-based nationwide training program provided a supplementary resource for ECG learning among medical students and health-care providers.

Investigation of the Effect of Virtual Stress Management Training on the General Health of Pre-hospital Emergency Personnel: A Semi-experimental Study during the COVID-19 Pandemic

Background and Objective: It is necessary to carry out urgent interventions to improve the general health of pre-hospital emergency personnel. The present study aimed to investigate the effect of virtual stress management training on the general health of pre-hospital emergency personnel. Materials and Methods: In this semi-experimental study conducted in 2022 in Jiroft City, Iran, 160 pre-hospital emergency personnel were randomly selected and divided into two intervention and control groups by simple random allocation (lottery). The educational content of stress management was held for eight sessions of 45 minutes (two sessions per week) for the intervention group virtually and online via the Adobe Connect application. The General Health Questionnaire (GHQ) was completed in two stages, before the intervention and one month after the completion of the intervention, in both groups. Using SPSS software (version 20), descriptive statistics (mean and standard deviation) and inferential statistics (ANCOVA) were used for data analysis. Results: The post-test results indicated a significant difference between the two groups in the overall score of general health (46.13±15.10 in the control group versus 34.50±12.63 in the intervention group). Moreover, after the intervention, the overall score of general health and its subscales decreased significantly only in the intervention group (P&lt;0.001). Conclusion: The implementation of the stress management virtual training program helps to improve the general health of pre-hospital emergency personnel. Therefore, it is recommended to be used as an effective method for empowering human resources.

How Instagram as a MALL tool impacts EAP learners' technical vocabulary learning and perceptions in an electronic context.

Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students' language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest-posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.

The Effect of an Online Teaching Platform on Self-concept and Self-regulation of Medical Students at Kashan University of Medical Sciences

Background: Online language learning has recently gained a reputation in educational research, holding specifically true in English for specific purposes (ESP) courses. However, ESP online learning has not been sufficiently examined in particular disciplines such as medicine. Objectives: This study investigated the effects of teaching English medical vocabulary through a virtual learning platform (Adobe Connect) on Iranian medical students’ learner factors, including their self-regulation and self-concept. Methods: This quasi-experimental study was conducted on 60 female and male medical students learning English for Medicine at Kashan University of Medical Sciences in 2021. An Oxford Placement Test (OPT) was administered to ensure the sample’s homogeneity. Then, the participants were categorized into Adobe Connect (experimental) and conventional face-to-face (control) groups. Data were collected using the Academic Self-concept Questionnaire (ASCQ) and the Self-regulation Questionnaire (SRQ). An ANCOVA test was run to compare the possible role of the two instructional methods on medical students’ self-regulation and self-concept. Results: Adobe Connect, as the experimental group, had a higher median score than the control group regarding the self-regulation posttest (P = 0.000). Therefore, using Adobe Connect virtual platform significantly improved the self-regulation of ESP medical students. Additionally, the results revealed that the experimental participants outperformed the control group regarding their self-concept (P = 0.000). Conclusions: Based on the results, the online platform positively affected self-regulation and self-concept among medical students.

Integrating Distance Education into Mobile Devices Using Adobe Connect Pro

This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.

The Impact of Adobe Connect Vs. Shaad Applications as Communicative Software on EFL Learners’ Vocabulary Knowledge

The current study, following a mixed-methods design, aimed at: 1) investigating whether internet-based applications including Adobe Connect and Shaad for online teaching could improve communication and vocabulary knowledge for pre-intermediate EFL learners, 2) examining if the difference varies with respect to the learners’ gender and 3) detecting learners’ reactions to the role of online learning in improving their vocabulary knowledge. In doing so, 34 Iranian pre-intermediate EFL students were selected to take part in the study. The results of one-way ANCOVA confirmed that the Adobe Connect group outperformed the Shaad group with respect to vocabulary knowledge. As for gender, the results of the t-test confirmed that there was statistically no significant difference in students’ scores. The commonalities from the interviews indicated that it was a novel experience and a challenging task to learn new words. Finally, practical implications were offered for EFL students and teachers.‎

How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive

A Review of: Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College &amp; Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036 Abstract Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices. Design – Semi-structured interview, grounded theory. Setting – Academic libraries in the Greater Western Library Alliance consortium. Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US. Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour. Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback. Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices.

Young adults’ cigarillo risk perceptions, attention to warning labels and perceptions of proposed pictorial warnings: a focus group study

ObjectiveAlthough cigars pose similar health risks to cigarettes, they are not uniformly required to carry a warning label on their packaging in the USA. The US Food and Drug Administration’s...

Zoom Fatigue in the Age of COVID-19

As the COVID-19 pandemic has impacted how institutions of higher education function, colleges and universities have shifted to remote learning and now rely heavily on the use of web conferencing tools, such as Zoom, WebEx, Adobe Connect, and others. As a result, educators are increasingly experiencing the effects of Zoom fatigue. The purpose of this article is to explore the videoconferencing fatigue that has emerged during the COVID-19 pandemic. The technostress model is used as the framework to provide strategies for recognizing and addressing videoconferencing fatigue.

The use of Adobe Connect in synchronous online teaching

The COVID-19 pandemic is a huge challenge to the world. It has interrupted many aspects of lives, especially education settings. Emergency remote education was put into practice to ensure the continuity of education while learners are physically out of universities, schools and institutes. The purpose of the present study was to investigate the effect of learners’ attitude using Adobe Connect on their final course scores in synchronous online teaching. 75 participants from Qazvin University of Medical Sciences and Health Services participated in this study. Data were gathered by means of a questionnaire and final course exam. A one-way ANOVA was used in order to analyze the data. Results revealed that the attitude level significantly affected the participants’ final scores (F = 18.503, p &lt; .01). The participants who had higher attitude levels had higher final scores.

Distance education students’ structured query language achievements and attitudes toward web‐based instruction: Second Life versus the Enocta learning management system/adobe connect

AbstractThis study aimed to investigate the effects of instruction offered via different learning environments Second Life (SL) as a 3D world versus Enocta learning management system (LMS)/Adobe Connect Pro as a web‐based environment on distance education students’ academic achievement related to structured query language (SQL) and attitudes toward web‐based instruction. The study used the embedded experimental model. A total of 60 distance education students participated in the study. Based on their pretest academic achievement scores, 30 students were assigned to the experimental group who took the SL class while 30 were assigned to the control group who took the Enocta LMS/Adobe Connect Pro class. The same instructor taught the same course, Database 211, using the same instructional methods and materials but different learning environments (SL for the experimental group and Enocta LMS/Adobe Connect Pro for the control group). The data were collected using the web‐based instruction attitude scale, an academic achievement test on database and SQL, in addition to an open‐ended questionnaire. The results showed that there was no statistically significant difference between the experimental and control groups in terms of academic achievement. However, in terms of attitudes toward web‐based instruction, a statistically significant difference was found between the experimental and control groups in favor of the experimental group.

Using virtual reality learning environments to motivate and socialize undergraduates in distance learning

Interest in virtual reality technologies has increased significantly in recent years, and an effort is being made to integrate it into educational environments. This study aims to investigate the impact of synchronous distance courses in the Virtual Reality (VR) learning environment (via vAcademia) and Web-based (via Adobe Connect) learning environment on undergraduate students' learning motivation and levels of perceived sociability. The sample of the study was conducted with experimental (VR) and control group (Web-based) quasi-experimental design consists of 41 undergraduate students (experimental: 21, control: 20). As a result of the t-test and two-way ANOVA analysis, there was a significant difference between the groups in favor of the VR group regarding motivation and perceived sociability. The motivation and perceived sociability in the 3D VR environment of the students in distance learning were significantly higher than in the web-based environment. It was also found out that students' motivation and perceived sociability levels did not vary depending on gender or on the technological device (smartphone or computer) that students use when connecting to online classes. The research results indicated that the VR learning environment effectively ensured students' motivation and sociability in the distance learning process. In this context, institutions should be aware of the importance of VR technologies and plan to teach accordingly which may make the process more efficient.

Tapping into Software for Oral Communication: ‎A Comparative Study of Adobe Connect and ‎Skype‎

Despite the theoretical importance of online learning, there is a lack ‎of research on oral communication skills. The present study, ‎adopting a mixed-methods design, aimed at 1) examining whether ‎Adobe Connect and Skype could improve listening skills for pre-‎intermediate EFL learners and 2) exploring the students’ reactions to ‎the role of online learning in enhancing their listening skills. In doing ‎so, a pool of 30 homogeneous Iranian pre-intermediate students ‎participated in the study. The one-way ANCOVA results confirmed ‎a statistically significant difference at the p&lt;.05 level in students’ ‎scores for the two sets of scores. Adobe Connect group ‎outperformed the Skype group concerning listening skills. Moreover, ‎taking the coding reliability and agreement into account, 14 common ‎codes emerged from the students’ responses to the semi-structured ‎interview questions regarding the role of online learning in listening ‎development. Finally, practical implications are offered for EFL ‎students, teachers, and syllabus designers.

The effectiveness of virtual interactive video in comparison with online classroom in the stroke topic of theoretical neurology in COVID-19 pandemic.

BACKGROUND:Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was designed to evaluate the effect of virtual interactions within the educational content of stroke on the effectiveness of teaching for general medicine students during COVID-19 crisis.MATERIALS AND METHODS:Eight medical students applying for stroke education were divided into two groups by simple random sampling (Rafsanjan Medical School, 2020). The first group participated in an online classroom via the Adobe Connect platform without virtual interaction. The second group used a video presentation containing interaction scenarios. The effectiveness evaluation of each type of educational content was done by comparison of the final exam scores and the results of an electronic satisfaction questionnaire in each group. Finally, using SPSS software version 18, the data were analyzed with independent samples t-test.RESULTS:This study showed that the mean of the examination scores of the interactive virtual content group (6.14 ± 1.46) was significantly higher than the online class group (4.50 ± 1.50) (P < 0.001), and also the results of satisfaction assessment showed that this group was more satisfied with their educational content (P = 0.005).CONCLUSION:Evaluation of the virtual stroke training effectiveness for general medical students shows that the educational approach of video with virtual interactions is an effective learning method in medical topics and can be considered as an efficacious educational model in online teaching.

Evaluation of Professors’ Satisfaction with a Short-Term Course of Medical Education in Birjand University of Medical Sciences During the COVID-19 Pandemic

Background: The aim of this study was to investigate the satisfaction of professors with the short-term course of medical education at Birjand University of Medical Sciences during the COVID-19 pandemic.&#x0D; Methods: Initially, needs assessment was conducted for the content of the course; after determining the content, the course was held online through Adobe Connect system and offline through Navid system. Following completing the course, evaluation was performed, and finally, satisfaction with the course was assessed based on a 34-item questionnaire whose validity and reliability were established. In total, 44 participants in the course answered the questionnaire. The data were analyzed using t-test and correlation coefficient by SPSS, version 18.&#x0D; Results: The mean age of the participants was 36.34 ± 5.64 years, and 56.8% (25 people) were female. In terms of academic rank, 75% were assistant professors. The average score of satisfaction was equal to 140.48, which indicates a high score of satisfaction with the course. In general, the score of satisfaction was higher than average in all fields. The average score of satisfaction in men was significantly lower than in women (P &lt; 0.001). There was no significant relationship between satisfaction and degree, academic rank, age, and working experience (P &gt; 0.05).&#x0D; Conclusions: Professors’ satisfaction with the online and offline medical education courses in the relevant systems is at a high level. Thus, it is suggested that combined in-person and online empowerment courses should be held in the post-COVID-19 era.

Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education

ABSTRACT Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By using this teaching-learning strategy in combination with a real-time, web conferencing app, this small-scale research project found that it is possible to facilitate online learning across geographical boundaries. Crossing geographical and contextual boundaries can possibly contribute to restorying pre-service teachers’ understandings of what constitutes best practice in teaching. It can also lead to the emergence of further collaborative initiatives for negotiating entrenched positions with regard to other aspects of education and pursuing restorying for transformation. The participants were encouraged, empowered and energised by the collaborative engagement. The two groups of pre-service teachers found one another in their common humanity, in their both being English second language speakers, and in their common goal to teach well and to be responsible to their learners in their respective contexts. Encouraging reflective and reflexive praxis has the potential to be transformatory for the classroom.

Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review

The COVID-19 pandemic presented an enormous and immediate challenge to assessing clinical skills in healthcare professionals. Many institutions were unable to deliver established face-to-face assessment methods such as Objective Structured Clinical Examinations (OSCEs). Assessors needed to rapidly institute alternative assessment methods to ensure that candidates met the clinical competences required for progression. Using a systematic review, we aimed to evaluate the feasibility, and acceptability of remote methods of clinical skills assessment, including remote structured clinical assessments and the submission of video recordings. We searched for studies reporting on Remote Clinical Assessments or its variants in MEDLINE, Embase and The Cochrane library from 2000 to March 2021. Twenty eight studies were included in the review; 20 studies related to remote structured clinical examinations or OSCEs and 8 reported the use of video submissions. The participants of the different studies included medical students, nursing students, dental students and doctors in training. A variety of different online platforms were utilised including Zoom, Skype, webcams, and Adobe Connect online. The studies found that delivery of remote clinical assessments is possible and provides an alternative method of assessing many clinical skills, but most also acknowledge limitations and challenges. They are acceptable to both candidates and examiners, and where measured, show moderate agreement with on-site clinical assessments. Current evidence is based on studies with low methodological quality and for the most part, small sample sizes.