E-learning Research Articles

Expected goals under a Bayesian viewpoint: uncertainty quantification and online learning

Abstract While the use of expected goals (xG) as a metric for assessing soccer performance is increasingly prevalent, the uncertainty associated with their estimates is often overlooked. This work bridges this gap by providing easy-to-implement methods for uncertainty quantification in xG estimates derived from Bayesian models. Based on a convenient posterior approximation, we devise an online prior-to-posterior update scheme, aligning with the typical in-season model training in soccer. Additionally, we present a novel framework to assess and compare the performance dynamics of two teams during a match, while accounting for evolving match scores. Our approach is well-suited for graphical representation and improves interpretability. We validate the accuracy of our methods through simulations, and provide a real-world illustration using data from the Italian Serie A league.

#hacktheworldabetterplace – creative approaches for digital education through first-hand inspiration

#hacktheworldabetterplace – creative approaches for digital education through first-hand inspiration

Nested Neural Networks: A Novel Approach to Flexible and Deep Learning Architectures

Nested Neural Networks: A Novel Approach to Flexible and Deep Learning Architectures

Older Adults Benefit From Virtual Support for Continuous Glucose Monitor Use But Require Longer Visits.

Older adults may be less comfortable with continuous glucose monitoring (CGM) technology or require additional education to support use. The Virtual Diabetes Specialty Clinic study provided the opportunity to understand glycemic outcomes and support needed for older versus younger adults living with diabetes and using CGM. Prospective, virtual study of adults with type 1 diabetes (T1D, N = 160) or type 2 diabetes (T2D, N = 74) using basal-bolus insulin injections or insulin pump therapy. Remote CGM diabetes education (3 scheduled visits over 1 month) was provided by Certified Diabetes Care and Education Specialists with additional visits as needed. CGM-measured glycemic metrics, HbA1c and visit duration were evaluated by age (<40, 40-64 and ≥65 years). Median CGM use was ≥95% in all age groups. From baseline to 6 months, time 70 to 180 mg/dL improved from 45% ± 22 to 57% ± 16%; 50 ± 25 to 65 ± 18%; and 60 ± 28 to 69% ± 18% in the <40, 40-64, and ≥65-year groups, respectively (<40 vs 40-64 years P = 0.006). Corresponding values for HbA1c were 8.0% ± 1.6 to 7.3% ± 1.0%; 7.9 ± 1.6 to 7.0 ± 1.0%; and 7.4 ± 1.4 to 7.1% ± 0.9% (all P > 0.05). Visit duration was 41 min longer for ages ≥65 versus <40 years (P = 0.001). Adults with diabetes experience glycemic benefit after remote CGM use training, but training time for those >65 years is longer compared with younger adults. Addressing individual training-related needs, including needs that may vary by age, should be considered.

Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry.

During COVID-19 pandemic, there was a change in the teaching mode from face-to-face to online teaching. It was especially challenging for teachers to motivate students to learn through distance learning. This shift in teaching mode also lowered student-student and student-teacher interactions. In this project, a biochemistry courseware, Metabolism Metro (Adventure Mode), was designed which aimed to motivate students learning metabolic pathways in a fun and interactive way. The Metabolism Metro (Adventure Mode) was based on a role-play game design and contained quizzes with questions covering the topics of carbohydrate, lipid, protein, and nucleotide metabolism. In order to enhance the courseware usage, and to encourage collaborative learning, the class teacher had organized a prize-winning competition. Students could join the competition either individually or in groups to complete the game. By including challenging quizzes in the courseware, some students tended to form groups to solve the problems together. They either discussed the problems over the phone, or sat together and answered the questions using one computer. Besides reading the lecture notes, the students also tried to read the textbook, found the answers from the internet, or sought help from the class teacher. Students were attracted to self-learn metabolic pathways to complete the quizzes.

Evaluation of Virtual Education Experiences of Nursing Students: A Qualitative Study

Evaluation of Virtual Education Experiences of Nursing Students: A Qualitative Study

The impact of alcohol consumption on the quality of life of college students: a study from three Slovak universities

Alcohol consumption can influence an individual's quality of life, with the impact varying based on several factors such as the amount of alcohol consumed, frequency of consumption, individual tolerance, and overall health. Slovakia is among the countries with the highest incidence of liver cirrhosis in the world, with alcohol representing a significant risk factor. Therefore, it is important to identify at-risk groups and the potential impact of various factors. The primary objective of this study is to examine the relationship between alcohol consumption and quality of life among college students in the Slovak Universities. A cross-sectional study was conducted in December 2021 and January 2022. The study included college students with an average age of 22.3 years. Participants were surveyed about their alcohol consumption and quality of life using the standardized Alcohol Use Disorders Identification Test (AUDIT) and EuroQol-5D (EQ-5D) questionnaires. These questionnaires were distributed through online school systems. In the study, 88.7% of the students reported drinking alcohol. A low AUDIT score was recorded for 67.1% of the total participants (2573 students). A medium score was found in 23.3% of the participants (893 students). High scores were identified in 2.4% of the participants (92 students), and very high scores were found in 2.2% of the total participants (86 students). Mild pain was reported in 33.8% of cases, while moderate pain was reported in 5.2% of cases. Mild depression and anxiety were reported in 31.1% of the cases, and moderate depression and anxiety were reported in 13.5% of the cases. There is a statistically significant relationship between AUDIT and EuroQOL variables (p < 0.001). This suggests that the association between alcohol use (measured by AUDIT) and health-related quality of life (measured by EuroQOL) is unlikely to be due to chance. Higher alcohol consumption was associated with a poorer quality of life in Slovak college students. Our results suggest a meaningful connection between alcohol consumption behaviors and overall quality of life, highlighting the potential impact of alcohol use on health outcomes. Further research is warranted to explore the nature and causality of this relationship, which could inform interventions aimed at improving health-related quality of life through alcohol use reduction strategies. The association between higher alcohol consumption and poorer quality of life in Slovak college students raises important questions about causality and the complex interplay between alcohol consumption and one’s overall well-being. The significant relationship between higher alcohol consumption and poorer quality of life suggests the need for targeted public health interventions aimed at reducing alcohol consumption among college students. Programs focusing on awareness and education about the negative impacts of excessive drinking could be implemented to promote healthier lifestyles.

Artificial Intelligence Usage in Higher Education: Influence on Online Learning

The conceptualization and implementation of artificial intelligence (AI) in online learning have shown the most effective ways to use AI pedagogically. Viewing AI as a tool for online learning is crucial. By integrating AI technologies into teaching practices, educators can create more engaging, effective, and personalized learning experiences for their students. However, it is essential to use AI responsibly, ensuring it complements and enhances the role of educators rather than replacing human interaction and support. This article begins by outlining its purpose and providing an overview of AI history. It will presents a comparative literature analysis, discussing the advantages and disadvantages of using AI in online learning. Finally, the article explores how to incorporate AI into online teaching practices and offers strategies to encourage students to utilize AI effectively.

Remote Instruction and Student Mental Health: Swedish Evidence from the Pandemic

When COVID-19 reached Sweden, upper-secondary students (ages 17–19) transitioned to remote instruction, while lower-secondary schools (ages 14–16) remained open. We use this setting as a natural experiment to analyze how modes of instruction affect student mental health. We find a 4.4 percent decrease in mental health care use from remote instruction, primarily due to fewer diagnoses and prescriptions for depression and anxiety. The reduction persists throughout the study period; 21 months after the initial closure and 9 months after schools resumed usual operations. This suggests potential mental health benefits from remote instruction, at least in the medium term. (JEL I12, I18, I21, I28, I31)

PO0250: Development and Evaluation of a Self Paced Online Course on Vaginal Cuff Brachytherapy

PO0250: Development and Evaluation of a Self Paced Online Course on Vaginal Cuff Brachytherapy

Effects of MOOC and video conferencing deliveries on vocabulary usage and learning strategies

While vocabulary learning strategies (VLSs) have primarily been taught in physical classroom settings, the potential for applying strategy training in an online environment remains under-explored. With the rising acceptance of remote education, there is a need to investigate the impacts of applying strategy training in online contexts. Hence, this study explores the effects of online deliveries on VLSs and vocabulary usage in writing among adult English as second language (ESL) learners via massive open online course (MOOC) and video conferencing platforms. A total of 50 pre-intermediate ESL learners completed a 5-week VLSs course on a MOOC while 44 students learnt from the instructor synchronously using Microsoft Teams. The data comprised questionnaires and learners’ compositions, which were collected before and after treatment. The data analysis procedures involved Lextutor’s version of lexical frequency profiling (LFP), descriptive and inferential statistics. The results revealed that there was a significant increase of usage in all categories of the VLSs after the course for both groups. Additionally, the effects of VLSs instruction on vocabulary usage could be reflected in both groups’ writing though the choice of words might have been task-influenced. The findings from this study could yield useful insights on online vocabulary learning for ESL instructors and learners.

Nurse’s Knowledge Sharing in Time of COVID-19 Pandemic: A Systematic Review and Expert Opinion

This study aimed to review the effective factors, tools and methods of knowledge sharing used by nurses during the COVID-19 pandemic. This mix-methods study was conducted in 2023 and included two stages. In the first stage, a systematic review of relevant literature was conducted. In the second stage, a panel of 10 experts justified and appended the findings of the previous stage. The main source of knowledge during the COVID-19 epidemic was social networks followed by official authorities, online training courses, media and colleagues. Different factors affecting knowledge sharing among nurses categorised into process-oriented factors, Human-oriented factors, Technology-oriented factors and organisation-oriented factors. Various known and innovative methods have been used by nurses to share knowledge during the COVID-19 pandemic including utilising social networks, Telementoring, team approaches for new staff and continuous training in line with the latest scientific findings. Nurses used both formal and informal sources to explore evidence supporting evolving clinical practices and social networks were a prominent source of knowledge during the pandemic. By recognising the significance of affecting factors, healthcare organisations can enhance nurses’ ability to effectively share knowledge, ultimately improving patient outcomes and overall healthcare response during similar crises in the future.

Assessment of Challenges and Significance of Online Teaching and Learning

Assessment of Challenges and Significance of Online Teaching and Learning

Attitudes of Instructors Toward the Use and Implications of Artificial Intelligence in Online Higher Education

The purpose of this study was to assess the attitudes and perceptions of instructors toward the use and implication of artificial intelligence (AI) in online higher education spanning bachelor’s through doctorate level classroom instruction. 104 online higher education instructors were recruited through LinkedIn and the Colorado Technical University Teaching &amp; Learning Center to complete a survey. Nonparametric statistical analysis was used to assess close-ended question responses and open-ended question responses were categorized. A significant difference in instructors’ concern for being displaced by AI in the next 2 years compared to the next 5 to 10 years was found at the bachelor’s level (p=0.04846). At the doctorate level, support for the use of AI in higher education was moderately correlated with concerns for being displaced by AI (rho=0.493, p=0.01058). Support for the use of AI in higher education by the instructor was moderately correlated with support for use of AI in the classroom by students (rho= 0.58199, p&lt;0.001). Instructor support for allowing students to use AI in the classroom was not found to be dependent on the perception of the university employer providing instructors with the policies, procedures, and training to appropriately and ethically adapt to AI in the higher education classroom (p=0.7336). However, most participants recommended that the university develop strong policies regarding the use of AI. The findings indicate a positive preference toward the use of AI by both faculty and students, with some significant exceptions. Support and research toward adopting AI in the classroom are recommended.

Development of a Virtual Reality Training Tool Promoted at Skill Acquisition in Preparatory Clinical Education for Pharmacy Students and Verification of Its Educational Effectiveness: Preparation of Liquid Medications

Development of a Virtual Reality Training Tool Promoted at Skill Acquisition in Preparatory Clinical Education for Pharmacy Students and Verification of Its Educational Effectiveness: Preparation of Liquid Medications

Throtel, throttel, trottel or trotel. Engineering Undergraduates’ Perception of the Use of Kahoot! to Review Course Content

Education has undergone a fundamental change driven by technological advances, significantly altering the way teaching and learning is conceptualized in the classroom. Currently the variety of learning and teaching platforms is extensive and in general, these have been very well received by language teachers. The use of these platforms is often driven by teachers’ eagerness to keep students motivated, engaged, and focused throughout a class. This exploratory study investigates engineering undergraduates’ perceptions of integrating Kahoot! (a Game-based Student Response System (GSRS)) to review technological vocabulary and grammar before their unit tests. Students’ perceptions were assessed using quantitative and qualitative methods throughout one semester. The findings indicated that students found the use of Kahoot! to be beneficial in relation to: (1) improving technological vocabulary in English (2) review more complex grammatical structures; (3) enjoy a more relaxed classroom environment. Finally, the present article presents some implications that may be useful to language lecturers.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Online Learning Based Shape Control for a Soft Manipulator Based on Spatial Features Feedback

Online Learning Based Shape Control for a Soft Manipulator Based on Spatial Features Feedback

Development of artificial intelligence-based teaching factory in vocational high schools in Central Java Province

The objective of this study is to examine and assess the progress of utilizing artificial intelligence (AI) in teaching factory learning to enhance the digital skills of vocational high school (SMK) students in the province of Central Java. This study employed a qualitative approach utilizing metaethnography, as well as a quantitative approach employing Aiken’s V formula and strength, weakness, opportunity, threat (SWOT) analysis to identify and analyze the issues that arise. The present study examines the locations of SMKN 2 Purbalingga and SMKS Telkom in Central Java. Furthermore, relevant documentation was also utilized as a source of data. The research findings indicate that the implementation of AI in teaching manufacturing learning has effectively facilitated the development of an online learning management system. This system is characterized by its organized and integrated approach inside the online learning management system. The administration of teaching materials may be conducted autonomously and facilitated by the utilization of diverse information and communication technology or e-learning functionalities, including chat, email, blogs, and social media platforms. The creation of new enterprises within the domain of AI. It is imperative for educational institutions to align their policies with the demands and requirements of the business.

STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge