Asynchronous Education Research Articles

A Probability-Based Model for Course Completion Prediction in Online Asynchronous Learning

The sheer scale of Massive Open Online Courses (MOOCs), presents a significant challenge in delivering personalized learning experiences and effective student support. With vast participation numbers, it becomes difficult for instructors to track individual progress, pinpoint specific areas where students struggle, and understand the underlying reasons for failure to complete the course. This lack of individualized attention can lead to disengagement and higher dropout rates. A probability-based analysis offers a solution by generating student-specific predictions about their likelihood of completion. This empowers educators to proactively identify those at risk, tailor interventions, optimize resource allocation, and potentially improve the overall learning experience within the MOOC environment. This study focuses on developing a robust predictive framework to accurately estimate the probability of students completing an introductory programming course offered on the Open Learning Platform of the University of Moratuwa, Sri Lanka. The approach began with a classification model to determine the likelihood of course completion. Building upon this, a regression model was developed to generate a specific probability percentage representing the chance of a student successfully completing the course within a designated time frame. Initial findings suggested that predictions from the classification model achieved the highest accuracy when students have completed approximately 42.8% of the course materials. It is anticipated that further refinements to the methodology will improve the reliability of the predictions. A crucial aspect of this research involves determining the optimal percentage of course progress needed to yield reliable probability predictions. This is investigated through systematic analysis and experimentations including incremental model testing. The dataset encompasses diverse demographic and educational variables, enabling the identification of influential factors affecting course completion. This study provides insights on developing personalized learning strategies, intervention tactics and academic planning within online asynchronous education.

Asynchronous education improves emergency medical services clinician confidence and knowledge in caring for patients near the end-of-life.

To evaluate the impact of a nationally available continuing education online curriculum on Emergency Medical Services (EMS) clinician confidence and knowledge in caring for end-of-life (EOL) patients. This is a prospective observational study of EMS clinicians (emergency medical technicians [EMTs], advanced EMTs [AEMTs], and paramedics). EMS clinicians and physicians with both EMS and palliative care expertise developed two 20-min modules regarding: (1) communication skills (including death notification) and (2) hospice knowledge. EMS clinicians' subject confidence (modified Likert-scale) and knowledge were assessed electronically immediately before and after each module. Data analysis compared before and after module improvements in knowledge and confidence. Linear regressions analyzed baseline EOL skill confidence scores based on EMS agency, level of certification, and years of experience. We analyzed completed datasets for 1825 EMS clinicians (979 EMTs, 112 AEMTs, and 734 paramedics) representing a heterogeneous cohort across different EMS agencies (617 private, 545 fire-based, 298 hospital-based, 61 third service, and 304 other) and all 50 states and the District of Columbia. After the communication module, the number of EMS clinicians who reported confidence in delivering bad news increased from 62% (1131/1825) to 80% (1468/1825) (p<0.001). After the hospice module, the number of EMS clinicians who reported confidence in knowing what services hospice provides increased from 51% (925/1825) to 75% (1375/1825) (p<0.001) and confidence in knowing what active dying patients look like from 57% (1033/1825) to 78% (1429/1835) (p<0.001) in knowing what active dying patients look like. Linear regression demonstrated that before modules, EMS clinicians with more monthly EOL calls, those with more years of experience, and paramedics were more confident in their EOL skills than their peers. After module completion, those with the fewest years of experience (0-3 years) and EMTs gained significantly more confidence in communication skills than their peers. Asynchronous, online continuing education improves EMS clinician knowledge and confidence in caring for patients near the EOL. The greatest benefit in improved confidence was for EMTs and those with the fewest years of EMS experience.

Asynchronous Literature Research Module for Undergraduate Engineering Research Program

This case study presents the development of an asynchronous online module for an engineering undergraduate research program. It includes an overview of the development of the literature research module in Qualtrics and its transition to the campus LMS, Canvas. Assessment of student learning is described. The benefits to librarians of this mode of instruction are also discussed. While aligning with the growing body of literature on asynchronous library instruction, this study demonstrates application of that modality through innovative instruction for a STEM extra-curricular program. It provides insights for instruction librarians looking to transition to asynchronous teaching.

Enhancing comprehensive primary care by integrating chiropractic led musculoskeletal care into interprofessional teams through supporting education, competency attainment, and optimizing integration.

Musculoskeletal (MSK) conditions are the leading cause of disability, resulting in up to 40% of visits to family physicians. Current primary care workforce shortages in Canada require other providers to maximize scopes of practice. Few MSK providers have been trained in team-based primary care settings. Study objectives included: (1) educating participating primary care teams through synchronous education, (2) educating Canadian primary care providers through asynchronous education, and (3) integrating chiropractors into primary care teams, whilst evaluating team MSK care knowledge/attitudes and integration experience. Results indicated improvements in collaborative competency, improved understanding and attitudes to chiropractic, and the importance of providing MSK care within funded primary care. Teams employed unique approaches to integrating chiropractors and indicated high demand for their services by patients and providers. Provision of MSK care without economic barrier is desirable and highly valued by teams. Chiropractors are well suited to participate in funded primary care teams in Canada.

Integrating Google Classroom and Project-Based Learning for Enhanced Synchronous and Asynchronous Education

Some of them are present long before but other have been influenced by the modern challenges those are present have also radically changed the world why educational is organized and delivered, as numerous institutions have been forced from in-person classroom keeper instructing to a range of online modes. A critical tool for online learning has been Google Classroom, which combines synchronous learning (real-time) and asynchronous learning (self-paced). This work explores implementation, benefits, challenges, and effectiveness of Google Classroom fused with Project-Based Learning (PBL) for enhancing learning opportunities especially in English as Second Language (ESL) education. Results suggest that the hybrid mode allows for a balance between being less strict and enabling engagement, motivation, and achievement in those learning with other hybrid modes and those strictly synchronous or asynchronous modes.

Collaborative nursing education between advanced practice registered nurses

The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

Leveraging technology to improve access to medical education in anatomy and physiology in resource-limited settings: A mixed methods study.

This study assesses the acceptability, appropriateness, feasibility, and efficacy of a novel asynchronous video-based intervention for teaching respiratory physiology and anatomy to medical students in resource-limited settings. A series of short video lectures on pleural anatomy, pulmonary physiology, and pathophysiology was created using Lightboard and screen capture technology. These were uploaded to YouTube and Google Drive and made available to 1st-3rd year medical students at two Latin American universities for 1 week. Employing a parallel-convergent mixed methods design, we conducted surveys, focus groups, interviews, and pre/post testing for qualitative and quantitative data. Thematic Analysis was used to analyze qualitative data and McNemar's test for quantitative analysis. Seventy-six students participated. The videos' short format, interactivity, and Lightboard style were highly valued for their flexibility, time efficiency, and educational impact. Students recognized their clinical relevance and trusted their content, suggesting potential applicability in similar settings. Despite infrastructure and connectivity challenges, the use of flexible streaming and downloadable options facilitated learning. Survey results indicated high levels of feasibility (99%), appropriateness (95%), and acceptability (95%), with significant knowledge gains observed (37% correct pre-test answers vs. 56% post-test, p < 0.0001). Our findings demonstrate high acceptability, appropriateness, feasibility, and efficacy of a targeted asynchronous education centered on short-format videos in resource-limited settings, enabling robust learning despite local barriers. Flexible access is key for overcoming localized barriers. Taking an adaptive, learner-centered approach to content creation and delivery to address constraints was pivotal to success. Our modular videos could serve as versatile models for flexible education in resource-constrained settings.

Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation

AbstractBackgroundOver 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech–language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent‐wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC.AimTo determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC.Method &amp; ProceduresThe study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre‐ and post‐test design with 98 speech–language therapy and special education students from five universities.Outcomes &amp; ResultsStatistically significant differences were obtained between pre‐ and post‐test assessments. Students perceived the learning experience as practical, with rich content.Conclusions &amp; ImplicationsThe findings suggest that the ITS‐based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required.What this paper addsWhat is already known on the subject Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent‐wide, was identified.What this paper adds to existing knowledge An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified.What are the practical and clinical implications of this work? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.

VSEMERA: pilot project assessing health profession students’ experiences in an international virtual research program

BackgroundThe “Virtual Semester for Medical Research Aachen” (vSEMERA) is an international, interdisciplinary, virtual education program developed for health profession students. The first edition (2021) was hosted by the Medical Faculty of RWTH Aachen University (Germany) in cooperation with Centro Universitário Christus (Brazil) and Universidad Peruana Cayetano Heredia (Peru). The primary aim of the 12-weeks program was to provide students with skills in health science research and prepare them for scientific career paths.MethodsvSEMERA was built on a virtual learning platform, the “vSEMERA-Campus”, designed to foster students’ learning process and social interactions. Maximum flexibility was offered through synchronous and asynchronous teaching, enabling participants to join via any device from any part of the Globe alongside their regular studies. For the program’s first edition (September - November 2021), health profession students from Germany, Brazil, Peru, Spain, and Italy filled all 30 available spots. Satisfaction, quality of the program and courses offered, as well as perceived learning outcomes, were examined using questionnaires throughout and at the end of the program.ResultsThe program received a rating of 4.38 out of 5 stars. While it met most expectations (4.29 out of 5), participants were unable to attend as many courses as intended (2.81 out of 5), mainly due to scheduling conflicts with the home university schedule (46%), internships (23%), and general timing issues (31%). Participants acknowledged considerable improvements in their scientific skills, English language skills, confidence in scientific project management, research career progression, and enthusiasm for a scientific career.ConclusionsvSEMERA represents a promising example of an online international learning and exchange program using pedagogical and technological elements of virtual collaboration and teaching. In addition to advancing future vSEMERA editions, our results may offer insights for similar projects that address the targeted integration of scientific research education into an international, digital learning environment.

Empowering health professions educators: enhancing curriculum delivery through customized e-tutorial training on fundamental digital tools.

In the dynamic landscape of education, the fusion of technology and learning, commonly termed "technology-enhanced learning" (TEL), has emerged as a transformative phenomenon. This study focuses on the imperative integration of TEL in medical education, recognizing the diverse digital literacy levels of adult learners. The exploration introduces the innovative E-Portal training program, designed to empower health professions educators with essential skills for proficiently employing digital tools in instruction. A dedicated team of medical educationists conducted a thorough investigation into E-curriculum design and delivery, employing the Moodle Learning Management System as the foundation for the E-Portal training program. The training, spanning crucial stages such as course design, content delivery, self-paced teaching, and quality assessment, facilitated participant progression at individual paces, unlocking subsequent steps upon meeting stipulated prerequisites. A pre-training questionnaire gauged participants' comprehension of distance learning, e-learning, synchronous and asynchronous teaching, and self-directed study. Subsequent focus group discussion post-training generated rich insights into participants' experiences, reflections, and identified challenges. The results illuminate participants' limited adeptness with e-learning terminology, successful assimilation of components and functionalities, and heightened confidence in online teaching practices. However, discerned challenges during implementation, such as technical hurdles and engagement issues, highlight the multifaceted nature of TEL integration. While the E-Portal training positively impacted preparedness, participant feedback advocates for improvements in assessment tools, technical training provisions, and exploration of alternative Learning Management Systems. Study emphasizes the ongoing need for diverse training methodologies across Learning Management Systems, acknowledging the evolving nature of education and technology. This study underscores the transformative role of a tailored E-Portal training program in seamlessly integrating digital tools into medical education. The comprehensive insights provided contribute to a nuanced understanding of the advantages, obstacles, and potential avenues for enhancement in curriculum delivery through technology-enhanced learning, thereby propelling the field forward.

CHALLENGES AND THREATS OF HIGHER EDUCATION IN THE AREA OF DIGITIZATION

In the article, the author discusses problems that universities will face in the future if they donot take up the challenges and fail to start preventing threats associated with the development oftechnology. The future for universities entails further development of digital technology and theexpansion of artificial intelligence. Therefore, it is necessary to move away from stereotypes andat least try to apply new teaching methods employing to the extent possible, synchronous andasynchronous methods. In view of the above, the author adopted the following research problem:What challenges and threats await higher education in the era of modern digitization? The aim ofthe article is to identify and analyze the changing conditions in the context of shaping the securityenvironment in higher education, determining appropriate needs and values that, without properdiagnosis, may cause a development or an educational crisis. Theoretical methods such as analysis,synthesis, inference and analysis of existing data were used to solve the research problem, mainlyon the basis of data from the Statistics Poland and an international survey conducted by AlessiPaccagnini from the University of Dublin. Preliminary results of the study have shown that insome sciences, synchronous and asynchronous teaching methods will be the leading ones, whichwill make it possible for us to educate students of all ages. The author, based on an analysis ofexisting data, points out to universities that if they do not start cooperation at the interdepartmentaland intersectoral level, the private sector may take the initiative and gain a leading role in digitaleducation.

Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching

Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.

Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education

AbstractIntroductionGeneration Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.MethodologyThe Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG‐EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation‐based education (SBE) and actively involved in EM residency education.Unique treatment/analysisThrough primary and secondary literature searches, the SLANG‐EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self‐paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.Implications for educatorsInstructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small‐group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner‐centered debriefing, rapid‐cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner‐centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student‐centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.

Exploring learning congruence and the availability of diverse educational resources: A study conducted in the field of management education

Teaching innovation entails constantly adapting to evolving learning environments and diverse audiences. University educators have generated a plethora of materials to accommodate various modes of instruction, such as distance learning, blended learning, or synchronous and asynchronous teaching systems, facing a multitude of learning profiles and study techniques in a classroom. This diversity led us to propose the same content from a business administration course in different formats: text-based, graphics-based and audio-based materials. The use of different materials is attractive for students because of their novelty, but lecturers are unaware of their effectiveness in their learning outcomes. In order to explore these implications in management education, this research aims at finding out whether the availability of various types of educational materials in a business administration course and the congruence between declared learning preferences and the type of material received influences students’ learning outcomes. The results of an experiment carried out on 253 first-year students of the course Introduction to Business Economics show, in line with other studies, that the relationship is not direct but that having a variety of materials available is more responsive to the reality of the student body and increases satisfaction and active learning.

The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load

BackgroundThe abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load.MethodsA total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format.ResultsIn this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005).ConclusionsBoth synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula.

Caregiving While Black: A Novel, Online Culturally Tailored Psychoeducation Course for Black Dementia Caregivers.

Psychoeducation interventions using distance learning modalities to engage caregivers in active learning environments have demonstrated benefits in enhancing caregiving mastery. However, few of these programs have been specifically adapted to develop mastery in Black caregivers. A multimethod approach was carried out to assess Caregiving While Black (CWB), including pre-post surveys and in-depth interviews. This psychoeducation course addresses the cultural realities of caring for a person living with dementia as a Black American. Caregivers engaged in online asynchronous education related to healthcare navigation, home life management, and self-care. Primary (caregiving mastery) and secondary outcomes (anxiety, depression, perceived stress, burden, perceived ability to manage behavioral and psychological symptoms) were assessed at baseline and post-course (10 weeks). Thirty-two Black caregivers from across the United States completed the course within the allotted time frame. Paired sample t test analyses revealed significant reductions in caregiver burden and role strain. Caregiver mastery from baseline to completion increased by 0.45 points with an effect size of 0.26 (Cohen's d). Twenty-nine caregivers participated in an optional post-course interview, and thematic analysis led to the construction of 5 overarching themes: Comfortability with a Culturally Tailored Course; Experiences Navigating the Course Platform; Utility of Course Resources; Time as a Barrier and Facilitator; Familial and Community Engagement. Pilot findings convey a need to continue creating and receiving feedback on culturally tailored psychoeducation programs for dementia caregivers. The next steps include applying results to fuel the success of the next iteration of CWB.

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

This article explores the experience of contributors to a MOOC designed mainly for students embarking on second-cycle Master’s degree courses. Following the COVID pandemic, university lecturers were forced to adapt their traditional courses and lecture style in order to continue teaching. This involved a sudden shift to video conferencing platforms and the transformation of the format of learning objects. Teaching staff rapidly had to become familiar with new technologies and teaching strategies. Although all educators in Higher Education had to develop these new skills, getting involved in creating asynchronous online courses was yet another step into unfamiliar territory. A departmental research group designed a MOOC which will award university credits to users completing it. An initial survey to assess willingness to be involved and create content revealed considerable interest among teaching staff. Throughout the design and production process, the drop-out rate remained low. Teaching staff remained keen to contribute to the MOOC. Our hypothesis was that the recent disruption caused by the pandemic meant that teaching staff would be more open to new methods of teaching, and this would affect their approach to the design process in the future. Through the use of surveys and interviews to evaluate contributors’ attitudes, experience and knowledge, we focus on the connections between traditional F2F teaching, online teaching and asynchronous teaching via MOOC, as well as highlighting lessons for both contributors and organisers.

ASYNCHRONOUS TEACHING OF ENGLISH FOR HIGHER EDUCATION STUDENTS: PROBLEMS AND PROSPECTS

ASYNCHRONOUS TEACHING OF ENGLISH FOR HIGHER EDUCATION STUDENTS: PROBLEMS AND PROSPECTS

Successful examples of asynchronous teaching in Polish interactive remote medical education

A thorough theoretical and practical preparation is crucial in the education of medical professionals. Present-day knowledge recipients expect a broad range of multimedia and interactive resources in the consumed media. The article discusses examples of such implementations for the nationwide education of a pharmacy technician, massage technician, medical sterilization technician, and occupational therapy technician. These examples were created for the Integrated Education Platform of the Ministry of Education and Science in Poland, as part of an EU-funded project. This study delineates the characteristics of e-materials, such as instructional and educational videos, film sequences, scenario-based learning games, interactive documentation, 3D animations, simulators and virtual tours. We prepared a learner benefit analysis based on the e-materials discussed. We aimed to formulate recommendations and guidelines for designing and developing multimedia and interactive resources, paying special attention to educational values and content for the medical industry. Regardless of the type of multimedia, profession and content, materials should prioritize realism, interactivity and detailed presentation of the situations/cases. The same multimedia rarely achieve different learning objectives and learning outcomes. To design and produce high-quality multimedia, it is necessary to know their characteristics and to work with a team of subject matter experts experienced in e-learning development.

FEASIBILITY OF USING SMARTPHONES AS A TOOL TO PROMOTE PHYSICAL ACTIVITY IN OLDER ADULTS

Abstract Smartphones have potential to allow asynchronous education, individualized feedback and coaching around physical activity (PA) though it’s unclear if older adults make use of these capabilities. We conducted anonymous, semi-structured interviews/surveys on current PA levels, and experience with mobile technology and PA programs with a convenience sample of older adults, and family members/caregivers receiving care at a large geriatrics academic practice over a 3-month period. Data included demographics, experience with smartphone and PA applications. Current levels of PA were measured with the International Physical Activity Questionnaire (IPAQ). Comparisons of PA levels based on mild vs moderate vs vigorous activity. 25 completed surveys, most of whom were female (67%) and identified as non-White (68%), with a mean age of 80.8 years, range 67-96. The majority (84%) reported owning smartphones, 8% reported using PA apps, and 8% used wearable activity trackers (WATs). 44% walked at least 10 minutes per day, but only 32% reported attaining moderate PA, and 12% vigorous PA. Average time/day walking 1.1-hour, average time/day moderate activity 0.74 hours. Both younger (age≤80 years) and older (age&amp;gt;80 years) adults were similar in owning Smartphones (85% vs. 83%) and using WATs (8% vs. 8%). Only the younger group used PA apps (15% vs. 0%). The ubiquity of Smartphones especially among such a demographically heterogeneous group suggests this may be a viable tool for increasing PA among a wide range of older adults. Next steps should address low rates of PA app use, intergenerational differences, and the possibility of incorporating socialization with technology.