Asynchronous Online Research Articles

Implementing online discussion boards to enhance professional skills and news reading habits in accounting students

ABSTRACT This study investigates the impact of a teaching and learning activity using news articles on fostering professional skills (including critical thinking, collaboration, and openness to learning). In this activity, an Asynchronous Online Discussion Board (AODB) was used as a medium to facilitate learning. Implemented in two postgraduate accounting courses over two academic years, the AODB activity required students to engage with relevant business news, make a meaningful contribution, and interact with their peers. A mixed-method approach, involving a survey of 231 students and 22 semi-structured interviews, was used to assess the effectiveness of the activity. The results show that the activity significantly enhanced engagement, critical thinking, and collaborative learning, with critical thinking emerging as the predominant skill developed. Additionally, students demonstrated an increased frequency of reading business news, reflecting the integration of lifelong learning habits. This research contributes to the literature by offering a practical and scalable approach for accounting educators globally to develop both technical and non-technical skills, addressing the growing demands of the profession in a digitalised, global business environment. The study also emphasises the importance of innovative teaching methods that can be adapted to diverse educational contexts.

Facilitating Students' Cognitive Engagement in Online Asynchronous Discussion Within a Remote English Foreign Language Learning Environment

This study examined the cognitive presence of students in an asynchronous online discussion in the Second Language Acquisition (SLA) course. The course combined synchronous meetings through Zoom sessions to support student participation in asynchronous discussions. The study involved a cohort of 36 participants from the two remote extended campuses of Pattimura University in Maluku. Through content analysis, two key aspects were examined: (1) student participation rates, and (2) the extent of students’ cognitive presence within the discussions. The content analysis findings revealed that although each student made a minimum of two contributions per topic during online asynchronous discussions, they exhibited a moderately high level of cognition, incorporating problem recognition, exploration, integration, and solution, not only in individual messages but also in the overall exchange of information within the discussion thread. These findings suggest that a combination of synchronous meetings through Zoom sessions, tailored prompts, feedback, and social interactions enhances students' active engagement and utilization of cognitive skills in online asynchronous discussions. Keywords: online asynchronous discussion, English foreign language learning, cognitive presence

Strengthening Online Psychology Students’ Sense of Belonging with Social Annotation: An Experimental Study

Sense of belonging is associated with postsecondary student success outcomes and has largely been studied within face-to-face course contexts. The increasing demand for online courses after the COVID-19 pandemic necessitates identifying ways instructors can foster belonging in their online courses. This study experimentally tested the effect of using social annotation on students’ sense of belonging in asynchronous online courses. Students in two psychology courses ( N = 44) were randomly assigned to complete annotation assignments individually (control) or in groups using a social annotation platform (treatment). Students completed a course-level sense of belonging measure at the end of their courses and indicated their perceptions of social annotation. Sense of belonging was significantly higher in the social annotation condition, particularly for the introductory-level psychology course, and students reported positive perceptions of social annotation. Course performance did not differ between annotation conditions, and sense of belonging was not associated with final grades. These findings document the viability of social annotation as an evidence-based tool for promoting a sense of belonging in online psychology courses.

The Effectiveness of Online Courses in Building Nemeth Code Within UEB Contexts Skills and Increasing Knowledge of Strategies to Support Prekindergarten Through Eighth-Grade Students in Their Mathematics Learning

Introduction Professional development can assist individuals in learning a variety of new skills and refining their teaching practice. The purpose of this study was to explore the effectiveness of asynchronous online courses designed to assist individuals in building their Nemeth Code within Unified English Braille (UEB) Contexts skills and strategies for teaching the code to prekindergarten through eighth-grade students. Methods Four teachers of students with visual impairments designed five asynchronous online courses. The courses provided multiple opportunities for participants to actively complete course content as well as learn about strategies and resources for teaching the Nemeth Code within UEB Contexts to children and youths. Each course included an initial survey, pretest, seven self-paced lessons, and posttest. Participants were also invited to complete a follow-up survey. Results Between spring 2020 and spring 2023, 452 participants completed between 1 and 5 of the courses for a total of 620 courses completed. Almost all completers ( n = 598) scored higher on the posttest. Of the 227 individuals who completed the follow-up survey, 223 reported that what they learned in the course had positively impacted how they support or will support students who read braille in their math classes. Discussion Effective professional development goes beyond learning. When individuals actively consume content and reflect upon their learning, their professional practice is transformed. Implications for Practitioners Well-designed asynchronous instructional modules allow professionals to increase their knowledge and skills. Opportunities to practice skills and check one's work, access to instructional videos, and the availability of downloadable slides and resources are helpful to professionals.

Exploring the Impact of Online Focus Group Gender Composition: Insights from a Study on Gender and Transport

Despite considerable attention in the academic domain, end-users of transport systems are rarely directly asked what they think of gender inequity in transport. Shedding light on this could inform education strategies to address such inequities. This research addresses this research gap, revealing how people think about differences in the way transport systems support (or do not support) the safe and comfortable mobility of men and women. It does so via the use of asynchronous online focus groups, to which 114 people contributed. The research also addresses questions around the impact of focus group gender composition on participants’ responses, an issue not previously considered in online or asynchronous contexts. Results suggest there is broad acceptance of women’s transport disadvantage, with men’s views of women’s experiences largely matching women’s own reports. Women’s views of men’s experiences were less reflective of the male reality. Safety and security were commonly discussed; however, trip complexity and other constraints, driven by differences in care roles taken, were discussed less and therefore represent a potential avenue for education strategies. Group gender composition did impact upon responding, with several of the effects previously found in face-to-face focus group research also manifesting in the anonymous, online context.

Student-led Classroom: Review on the advantages and disadvantages

This paper examines the benefits and drawbacks of student-led classrooms within the context of constructivist learning theory. The principles of constructivism align with this educational approach, which emphasizes active participation, social interaction, and contextual learning. The study investigates the influence of student-led classrooms on factors such as engagement, critical thinking, and knowledge retention. Although constructivist approaches, such as problem-based and inquiry-based learning, have notable advantages, they also pose difficulties, such as the requirement for explicit instruction and resource intensity. The study examines existing literature on the efficacy of student-led classrooms and asynchronous online discussion forums (AODFs), providing valuable insights into techniques that improve student engagement and learning outcomes.

The impact of weight self-stigma on weight-loss treatment engagement and outcome.

Individuals with overweight or obesity often endure significant weight-based prejudice and discrimination in various settings. Experiencing weight-related stigma is linked to many adverse psychosocial outcomes. Weight self-stigma is when an individual internalizes and identifies with negative attributes ascribed to people with larger bodies and has self-devaluing thoughts because of their weight and is associated with poorer health outcomes. This study explored how weight self-stigma may impact weight management efforts and outcomes for adults participating in an onlight weight-loss intervention. 508 adults (86.2% female, 84.6% White) with overweight or obesity participated in an asynchronous 12-week online weight-loss intervention with computer-generated feedback. Weight and weight self-stigma were measured at baseline and 3 months later. Thirty-one point five percent of the sample reported high levels of stigma, which was associated with greater program dropout than those who did not report high stigma (32.5% vs. 21.6%). Program completers reporting high self-stigma showed better treatment engagement (77.0% vs. 69.7% lessons viewed) and weight loss (M = -6.31% vs. -5.08%); these differences were not observed when using intent-to-treat assumptions. When analyzed as a continuous variable, weight self-stigma showed no association with treatment engagement and outcome. These findings highlight the complexity of understanding how self-stigma affects treatment engagement and outcome in behavioral weight loss and the need for more targeted research in this understudied area. Results suggest that weight self-stigma plays a role in weight management during an online weight-loss intervention, affecting engagement and outcomes.

SustentAÇÃO: E-learning training on food sustainability for teachers in the Lisbon Metropolitan Area

Abstract Background It is essential to address food sustainability (FS) within the school community to enhance both public and environmental health. In Portugal, in the scope of AML Alimenta, teachers’ training on FS was identified as a priority. Therefore, local partners along with academia developed, implemented, monitored, and evaluated the SustentAÇÃO. Objectives SustentAÇÃO aimed to empower school teachers in the Lisbon Metropolitan Area to teach students between 6 and 14 years old on FS. The program consisted of 10 hours of asynchronous online learning (MoodleTM), structured in 4 modules, and 10 hours of autonomous learning (5 students’ educational sessions), offering autonomy and flexible time management. The contents were adapted for different age groups. The teacher’s performance was monitored and evaluated continuously. A process evaluation was conducted for both teachers and students. Results Of the 79 teachers enrolled, 47% completed the program. Teachers’ performance (0-20) on the 4 evaluation questionnaires was on average 17,9±3,13. Most teachers found the program benefited their work (94%) and considered it essential for enhancing student’s knowledge (98%). Considering overall satisfaction, 85% of teachers were satisfied or very satisfied with the training and 91% would recommend it to their colleagues. Additionally, 86% of students enjoyed the activities delivered, 76% considered that they were wasting less food, and 78% believed they had improved their ability to make healthier and more sustainable food choices. Conclusions Through a collaborative work between local partners and academia, an innovative e-learning training programme on FS was developed, implemented, monitored, and evaluated, responding to the local needs identified. SustentAÇÃO complies with national education guidelines and contributes to the sustainable development goals agenda. Key messages • SustentAÇÃO E-learning training highlights the importance of collaborative work, based on an initial assessment to target local needs. • SustentAÇÃO E-learning training improve teachers’ knowledge on FS and benefit their students.

Jak zaprojektować kurs zdalny stwarzający silne poczucie obecności nauczyciela

The article analyses how a group of Polish university students responded to the physical absence of a teacher while attending an asynchronous online course designed to create a sense of virtual presence. The following research questions were formulated: What are the blueprints for the design of an online course that ensures a sense of teacher presence? How did students evaluate the teacher’s presence on the online English Course for Spatial Planning (e-ECSP)? The study was carried out with the participation of 44 university students. The findings suggest that a properly constructed e-course incorporating teacher-led activities contributes to a sense of teacher presence.

Is synchronous online learning more beneficial than asynchronous online learning in a Saudi EFL setting: teachers’ perspectives

Is synchronous online learning more beneficial than asynchronous online learning in a Saudi EFL setting: teachers’ perspectives

Understanding the Effectiveness of Email Prompts to Online Asynchronous Course Participants

A persistent problem in asynchronous online courses is low user retention. Compared to conventional courses, participants require some form of reward or intrinsic motivation to complete these courses which do not have set deadlines or timetables. To remedy this, many online course platforms will send email reminders to participants registered in the course to prompt them to continue their participation. This study is focused on understanding the efficacy of such practices in motivating students to continue a course they would otherwise neglect or drop. This study focuses on selected courses on the online asynchronous learning platform open.uom.lk. The participants of an online asynchronous Project Management course who had enrolled but not completed the course were separated into two groups; students who enrolled but have not started the course and students who started the course but have stopped for over a month. The students of each group were divided into test and control groups, where the test group was sent prompts by email to continue the course which included a link to the course page Using user activity data from the platform the progress of students over the month prompts were sent, and the month after were analysed, and the efficacy of sending email prompts was calculated. 4.45% of the students from the test group began participating in the course again as compared to 2% of the students in the test group. 32 students (0.7%) completed the course in the weeks during and after the email prompts were sent while none of the students in the control group completed the course. This shows sending email prompts has a positive impact on increasing participation in the course.

Does Early Exposure Change Pediatric Residents' Perceptions of Developmental-Behavioral Pediatric Care?

ABSTRACT Objective: To explore the impact of a new “Intro to DBP” rotation on pediatric residents' interest in developmental-behavioral pediatrics (DBP) and comfort in providing DBP care. Methods: All first-year pediatric residents participated in a new 1-week DBP rotation. Experiences included clinic visits; interdisciplinary evaluations; asynchronous online learning; and lectures, journal clubs, and/or case conferences. Participants completed pre- and postrotation surveys. Surveys focused on awareness of the DBP field; career plans; and perceived importance of, comfort with, and interest in learning about DBP care. We analyzed data using descriptive statistics and Bhapkar's test to compare distribution differences on pre- and postrotation Likert scales; we reviewed open-ended questions to identify themes. Results: Thirty-two residents participated; 56% had no previous exposure to DBP. After the rotation, there was a statistically significant increase in resident-reported importance of DBP care (p < 0.0001), comfort in providing DBP care (p < 0.0001), and interest in pursuing a DBP fellowship (p = 0.0048). Themes identified from open-ended responses suggested that the rotation led to a broader understanding of the DBP field, reinforcement and expansion of knowledge pertinent to all pediatric care, and improved understanding of systems of care. Conclusion: Brief, early exposure to DBP during pediatric residency training led to increased awareness of and comfort in providing DBP care. Residents described a broader understanding of the depth and breadth of DBP and its applicability to all aspects of pediatric care. Early introduction to DBP during residency training may stimulate greater interest in the field and greater comfort among general pediatricians to provide DBP care.

Behavioral trace data in an online learning environment as indicators of learning engagement in university students.

Learning in asynchronous online settings (AOSs) is challenging for university students. However, the construct of learning engagement (LE) represents a possible lever to identify and reduce challenges while learning online, especially, in AOSs. Learning analytics provides a fruitful framework to analyze students' learning processes and LE via trace data. The study, therefore, addresses the questions of whether LE can be modeled with the sub-dimensions of effort, attention, and content interest and by which trace data, derived from behavior within an AOS, these facets of LE are represented in self-reports. Participants were 764 university students attending an AOS. The results of best-subset regression analysis show that a model combining multiple indicators can account for a proportion of the variance in students' LE (highly significant R 2 between 0.04 and 0.13). The identified set of indicators is stable over time supporting the transferability to similar learning contexts. The results of this study can contribute to both research on learning processes in AOSs in higher education and the application of learning analytics in university teaching (e.g., modeling automated feedback).

Slow and Steady or Fast and Furious: An Analysis of Completion Duration in open.uom.lk

The open.uom.lk platform is an open learning platform developed by the University of Moratuwa, Sri Lanka, offering free asynchronous online IT related courses. The platform was developed as an initiative to meet the growing human capital requirement of the IT industry in Sri Lanka, one of the only sectors showing strong growth even during the country’s recent economic crisis. In the two years since the release of its flagship course Trainee Full-Stack Developer, there have been over 270,000 enrolled learners. The course consists of six subjects covering Python programming, web design, and a professional practice module that includes a capstone project. Despite the massive number of enrollments, as in many other MOOCs, completion rates remain low. For instance, for the two beginner courses in programming and web design, into which all participants are enrolled automatically, completion rates stand at 7-10%. Completion rates for subsequent subjects are higher given that enrollment is conditional on completing prerequisites. From a planning perspective, it is not just estimates of how many participants complete the programs but also the time they take to do so that are integral for determining the future growth of the IT industry. As such, this study aims to develop a model for course completion using survival analysis which has the advantage of being able to model censored data (e.g. when duration is unknown due to non-completion) and provide forecasts of completion rates at different points in time. The analysis uses student activity completion reports and demographic information of participants including employment and educational background. The findings suggest that the course interaction variables, particularly the speed of completing early activities, are more important for predicting course completion than the demographic variables, though education and employment status are also significantly correlated with completion. The survival model could then be used for purposes of predicting both the completion probability as well as the timeframe within which the completion may be expected.

Understanding Medical Students' Perceptions of E-Learning: A Study at the Faculty of Medicine and Pharmacy in Casablanca

Introduction: E-learning is essential in today's medical education, since it enhances the learning outcomes through easy access to resource materials and interactivity. Nonetheless, obstacles like technological aspects and the limited interaction of the student-teacher can impact its effectiveness. The purpose of this study was to understand how medical students perceive e-learning. Methods: A cross sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca in 2023. A stratified cluster sampling method was adopted to select the participants. A self administrated questionnaire was distributed. We asked students about their demographic data, previous experience with online learning, learning formats preference and perception of e-learning. Results: A total of 373 students participated in the survey, with a mean age of 20.4 years and 61.4% being female. Just over half supported implementing e-learning (55.8%), about 63% of students had prior experience with the university's platform, and 59.8% found it easy to use. Most students preferred blended learning (74.8%) and asynchronous online learning (79.9%), additionally 72% favored live streaming with recordings as an e-learning resource. The primary advantage cited was flexibility (93.6%), whereas challenges included technical issues (71.5%) and limited interaction (54.8%). Prior experience significantly influenced students' positive perceptions of e-learning (p<0.001). Conclusion: Overall, medical students have a positive perception regarding e-learning, valuing its flexibility and convenience. However, technological difficulties must be resolved. These insights can help policymakers put effective e-learning infrastructure and strategies into place.

Examining English learning students’ experiences related to home language use in a Physical Science and Language Development classroom

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students’ educational backgrounds and home languages are incredibly varied. In this case study, we employ grounded theory to explore students' perceptions of their experiences in the context of a Physical Science and Language Development class [10]. We use a phenomenological approach to describe how the students experience their home language within this model of a science and language development class. Observation data, online video assignments, and small group, semi-structured interviews were used to find themes related to experiences of using home language in science class. The findings indicate varied student perspectives on the use of their home languages in science class. Some students preferred to use class time to practice using English, while others found value in using their home languages to help better understand science concepts. Student ideologies regarding English-only or multilingual practices for EL students varied. The findings also indicated that providing an opportunity for EL students to use their home languages in an asynchronous online communication platform outside of class was an effective strategy to allow time for students to practice English during science class, yet provide an opportunity to translate between home languages and English.

Development and Acceptability of Provider Training to Increase Treatment Engagement of Parents in Their Children's Behavioral Health Care Need.

BACKGROUND: Disruptive, Impulse-Control, and Conduct disorders (DIC) affect 5 million children in the United States and often require comprehensive and long-term behavioral health care for which sustained parental involvement is essential. Our research team is developing an intervention to improve parental engagement in the behavioral health care of their children with DIC. The intervention, which will be a modification of an evidence-based shared decision-making intervention called DECIDE, will include a parent component and a provider component. AIM: To determine the acceptability of the provider component of the modified DECIDE intervention. METHODS: The provider intervention is an asynchronous self-paced online training program made up of five modules: introduction, shared decision-making, perspective-taking, attributional errors, and being a responsive provider. The training was piloted with 41 providers in two public child and adolescent treatment programs. Following completion of the training, semi-structured interviews were conducted with the providers to assess the acceptability of the training. The interviews were analyzed with conventional content analysis. RESULTS: The provider training was well received by providers, and many had made practice changes based on what they had learned. Several offered recommendations for improvement, most notably the need to tailor the training based on provider role, discipline, and level of expertise. CONCLUSIONS: The feedback given by providers will be used to refine future iterations of the provider training component of the modified DECIDE intervention. Psychiatric nurses and other clinicians may draw from strategies incorporated in the training program to improve parent engagement in the treatment of children with DIC.

Psychological distress and academic success: a two-year study comparing the outcome of two online interventions at a university counseling and consultation service in Italy.

The mental health of college students has been a significant concern in higher education, representing a priority for the institutions. Enhancing effective online interventions could represent excellent support for university counseling services that deal with students' well-being. The present study aimed to evaluate the effectiveness of two online interventions provided by the Counseling and Consultation Service for Students (SACS) of the University of L'Aquila (Italy), namely Videochat with Clinical Mental Health consultation (VCMH) and Therapist-supported Internet Cognitive Behavioral Therapy (Ts-iCBT), a 12-module asynchronous program for anxiety management. The primary outcome was focused on the emotional well-being of students (GHQ-12). The secondary academic outcome was represented by the attainment of their final degree. Students requesting help from the SACS between March 2020 and March 2022 during different periods of the COVID-19 pandemic restrictions were asked to fill out a brief structured screening tool and access the PSYDIT.COM platform. Based on their personal preferences, students chose to access one of the two different online interventions: VCMH and Ts-iCBT. Over the two-year duration of this study, 379 students (267 women, 70.4%) contacted the service. Out of 334 students, 72.5% asked to be included in the Ts-iCBT group, whereas 27.5% expressed a preference for the VCMH group. A statistically significant decrease in emotional distress was obtained by both forms of online intervention, highlighting a better outcome for VCMH. In addition to clinical variables, 28.8% of students who completed online interventions attained their degree, with a statistically significantly higher percentage of graduated students in the Ts-iCBT compared to VCMH group. A high proportion of students (37.7% of total sample) dropped out (DO) of digital interventions, with a statistically significant lower rate of dropouts in the VCMH group. The effectiveness of online interventions is extremely promising and yields a growing source of suggestions for use in providing more tailored interventions. Videochats and frequent therapist online contacts would be recommended for more severe psychopathological conditions. Students in conditions of moderate and non-severe emotional distress who feel more able to "manage the problem alone" could be addressed to asynchronous online interventions.

Engagement Strategies in a Peer-quizzing Game: Investigating Student Interactions and Powergaming

Educational games are a popular means of engaging students in learning activities. However, students in game-based learning environments often engage in powergaming to reap undeserved rewards and spoil the experi-ence of their peers. This may happen when the students pretend to engage in game activities or collude with other students, exploiting the game settings and rules to maximize their points. In this explorative study, we investigate powergaming in three settings of an asynchronous online multiplayer peer-quizzing game in a blended learning setting – a first-year programming class in a Canadian university. We designed three experi-mental settings with three versions of an education game which allowed different levels of powergaming. The between-subject study involved three experimental groups: Group 1 used a game version where they received weekly performance feedback and tips on how to improve their performance, Group 2 used a game version with access to an existing resource bank, allowing them to maximize the number if their activities in the game, and Group 3 served as a control group with no additional interventions. The research aimed to investigate 1) the association between the power gamers' activity, their grades and their preference to work alone or in a group, 2) the types of activities (type of quiz questions) most used by power gamers, and 3) which game setting was the most conducive to power gaming. The results show that better grades are not associated with higher activity levels in the game. Students who engaged in more diverse types of game activities had better learning outcomes The control Group 3 had the highest average grades. As we expected, Group 2 engaged in the high-est number of activities, esp. in creating questions, a form of powergaming. The qualitative results showed that contrary to our assumption the powergamers in Group 2 was not harmful, because it created a rich set of re-sources in the game and fostered student engagement in the game.

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills