Development Of Support Programs Research Articles

Special Healthcare Services for Lgbt Cancer Patients

<p>In the UK, a concern of prejudice, as well as a lack of gender identity and sexual orientation documentation, implies that LGBT persons mostly hidden to health-care providers. One of a review was carried out to examine primary literature on the psychological support requirements of LGBT cancer patients when receive treatment and after. Important findings: Key topics that have been mentioned include the negative impact on mental health, health care professional education and the absence of inclusive support groups, the pervasiveness of discriminatory practices within healthcare services. The research demonstrates how LGBT cancer patients are being failed by healthcare professionals in terms of psychological support, resulting in unmet requirements. There are some suggestions use to guarantee an LGBT inclusive atmosphere in cancer care, as well as the development of support programmes for LGBT people with cancer. Practical connotation: LGBT wellness and awareness education should be offered for HCP personnel. The registration and tracking of gender identity and sexual orientation is critical to ensuring that LGBT persons are not 'invisible' in cancer, radiation, and continued studies. LGBT cancer groups and services should be established, since information from the study indicated that LGBT individuals are actively seeking these services.</p>

An Intensivist-Led Extracorporeal Membrane Oxygenation Program: Design, Implementation, and Outcomes of the First Five Years.

We describe the development, implementation, and outcomes of an intensivist-led adult extracorporeal life support (ECLS) program using intensivists both to perform venovenous (V-V), venoarterial (V-A), and extracorporeal cardiopulmonary resuscitation (ECPR) cannulations, and to manage patients on ECLS throughout their ICU course. All adults supported with ECLS at the University of New Mexico Hospital (UNMH) from February 1, 2017 to December 31, 2021 were retrospectively analyzed. A total of 203 ECLS cannulations were performed in 198 patients, including 116 V-A cannulations (including 65 during ECPR) and 87 V-V cannulations (including 38 in patients with COVID-19). UNMH intensivists performed 195 cannulations, with 9 cannulation complications. Cardiothoracic surgeons performed 8 cannulations. Overall survival to hospital discharge or transfer was 46.5%. Survival was 32.3% in the ECPR group and 56% in the non-ECPR V-A group. In the V-V cohort, survival was 66.7% in the COVID-19-negative patients and 34.2% in the COVID-19-positive patients. This large series of intensivist-performed ECLS cannulations-including V-A, V-V, and ECPR modalities-demonstrates the successful implementation of a comprehensive intensivist-led ECLS program. With outcomes comparable to those in the literature, our program serves as a model for the initiation and development of ECLS programs in settings with limited access to local subspecialty cardiothoracic surgical services.

Patient-reported health outcomes of SARS-CoV-2–tested patients presenting to emergency departments: a propensity score–matched prospective cohort study

ObjectiveThis study aimed to compare the long-term physical and mental health outcomes of matched severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)-positive and SARS-CoV-2–negative patients controlling for seasonal effects. Study designThis was a retrospective cohort study. MethodsThis study enrolled patients presenting to emergency departments participating in the Canadian COVID-19 Emergency Department Rapid Response Network. We enrolled consecutive eligible consenting patients who presented between March 1, 2020, and July 14, 2021, and were tested for SARS-CoV-2. Research assistants randomly selected four site and date-matched SARS-CoV-2–negative controls for every SARS-CoV-2–positive patient and interviewed them at least 30 days after discharge. We used propensity scores to match patients by baseline characteristics and used linear regression to compare Veterans RAND 12-item physical health component score (PCS) and mental health component scores (MCS), with higher scores indicating better self-reported health. ResultsWe included 1170 SARS-CoV-2–positive patients and 3716 test-negative controls. The adjusted mean difference for PCS was 0.50 (95% confidence interval [CI]: -0.36, 1.36) and -1.01 (95% CI: -1.91, -0.11) for MCS. Severe disease was strongly associated with worse PCS (β = −7.4; 95% CI: -9.8, -5.1), whereas prior mental health illness was strongly associated with worse MCS (β = −5.4; 95% CI: -6.3, -4.5). ConclusionPhysical health, assessed by PCS, was similar between matched SARS-CoV-2–positive and SARS-CoV-2–negative patients, whereas mental health, assessed by MCS, was worse during a time when the public experienced barriers to care. These results may inform the development and prioritization of support programs for patients.

Optimalisasi Peran Masjid sebagai Pusat Pendidikan Non Formal dalam Perkembangan Umat Muslim

The massive construction of mosques that are comfortable and easily accessible in society in the current era is an interesting phenomenon to generate enthusiasm for acquiring knowledge for the development of Muslims. The mosque in the context of the physical environment as a means of non-formal education has an optimal role. This study analyzes how to optimize the role of the mosque as a center for non-formal education in the development of Muslims. The research was conducted using a qualitative descriptive method with the type of literature research. From this research, it was found that optimizing the role of the mosque in the scope of non-formal education means managing the organizations within the institution well so as to produce the development of Muslims as seen from the output of the quality of humans who have extensive knowledge of the Islamic religion and are able to apply it in life based on Al Quran and As Sunnah as well as the understanding of the Companions. Optimizing the role of the mosque will indirectly support the development of Muslims as whole human beings, especially children as the next generation. Optimizing the role of mosques aims to enable mosques to support development programs for Muslims universally.Managing mosques in optimizing their role for non-formal education through routine activities in mosques, namely through educational activities such as 1) Mosque Schools, a teaching and learning program in which the curriculum is delivered specifically regarding religious materials to assist formal education. 2) Halaqoh (study circle) led by a scholar with the main material on Islamic religious knowledge with its various branches. 3) The Reading Literacy through the mosque's library which provides readings of Islamic sources and 4) Scientific I'tikaf, a discussion room used for discussions before and after congregational prayers.

For autistic persons by autistic persons: Acceptability of a structured peer support service according to key stakeholders.

Social support is a protective factor in the mental health of autistic people. Furthermore, prejudice regarding autistic people is a constraint for the development of social support programmes by autistic peers. The objective of this study is to describe the anticipated acceptability of structured peer support programmes for and by autistic persons. Fifteen key stakeholders (six autistic adults, four caregiversand five service providers) participated in in-depth semistructured interviews. A qualitative thematic analysis of the content of the verbatim was carried out. We found that while a structured peer social support programme is acceptable to autistic people and caregivers, there was no consensus among service providers. The latter expressed doubts about the ability of autistic people to offer support. The framing of discussions between peers, the training of peer helpers, the support for autistic leadershipand an organization that considers the communicational and sensory characteristics of autistic persons, could influence adherence to such a programme. Moreover, a space without service providers is an important condition for the acceptability of a peer support programme. A structured peer support service for and by autistic persons could be an innovative way to answer the unmet support needs of autistic people. It seems essential to anticipate potential barriers and facilitators and to communicate among health professionals to promote this approach and reduce possible prejudice about the ability of autistic people to offer support to their peers. More studies are necessary. Fifteen key stakeholders who are involved in autistic people's trajectory of service and support participated in this research. We are a research team composed of healthcare professionals and researchers, in addition to one member of our team being an autistic advocate and a mental health peer-support mentor. Two members of our team are also parents of autistic children. The comprehensibility of the questions for the interview was consulted and discussed with one autistic advocate-collaborator.

Using Autoregulation to Safely Return to Weightlifting During Cancer Treatments

ABSTRACT Masters-level weightlifters diagnosed with cancer can return to training as a part of a successful treatment plan. Many older adults at higher risk for cancer participate in masters weightlifting meets worldwide. Resuming activities enjoyed before diagnosis is part of a return to normalcy for these athletes. This article recommends using autoregulation integrated with periodization principles to account for changes in the body due to surgery, side effects from masters cancer treatments, and age-related declines that affect masters athletes. Surgery, chemotherapy, and radiation therapy require adjusting workouts from prediagnosis levels to insure a safe and successful recovery while athletes experience side effects from treatments. Autoregulation is recommended to help strength and conditioning specialists assist in daily exercise prescriptions for patients with cancer who experience good and bad days during months of treatment cycles. Resistance training is an evidence-based practice for a successful recovery, and existing literature provides a basis for recommendations found in this article to support program development for masters weightlifters returning to advanced resistance training.

Exploring challenges to nutrition intervention adherence using COM-B model among patients with wet age-related macular degeneration: a qualitative study

ObjectivesTo explore challenges to nutrition intervention adherence using the Capability, Opportunity and Motivation-Behaviour (COM-B) model among wet age-related macular degeneration (AMD) patients. These factors should be considered in the development...

미취학 자녀를 둔 간호사의 양육 관련 심리적 요인과 이직 의도의 관계

The purpose of this study was to identify the characteristics of parenting-related psychological factors and to identify factors affecting turnover intentions of nurses with preschool children. The subjects were 122 nurses working in 3 general hospitals located in Seoul and Gyeonggi-do, and data collection was conducted from November 1 to December 30, 2019. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression. As a result of the study, the mean score of parenting self-efficacy, parenting guilt and turnover intention were 3.18(SD=0.48), 3.27(SD=0.63), 3.02(SD=0.70), respectively. Turnover intention showed a significant difference according to career, work type, and number of preschool children. Turnover intention was significantly correlated with parenting self-efficacy and parenting guilt. It was confirmed that the turnover intentions of nurses with preschool children was affected by work type, number of preschool children, and parenting guilt. The shift work(β=.163, p=.017), the number of preschool children more than 2(β=.280, p<.001), and the higher the parenting guilt were the higher the turnover intention. Based on the results of this study, in order to reduce the resignation of nurses with preschool children, it is necessary to introduce various types of work in hospitals and to activate daycare centers at work that can be used regardless of work type. In addition, the development and application of psychological support programs should be considered in order to lower the guilt about parenting and to have psychological stability.

Progressed Learners’ Participation in Developing Curriculum Support Programmes: A Critical Pedagogy Approach

This empirical paper provides a critical analysis of progressed learners’ participation in the development of curriculum support programmes through Paulo Freire’s critical pedagogy. Progression policy was promulgated in the Further Education and Training Phase to ensure uniformity and consistency in the implementation of National Policy Pertaining to the Programme and Promotion Requirements (N4PR) to prohibit learners from spending more than four years in a phase. The policy stresses the development of intervention programmes for identified learners to bridge the content gap. However, literature based on progression policy focus on programmes that teachers develop and implement. The focus of this paper is on progressed learners’ contribution to curriculum support. Through Freire’s critical pedagogy, it critiques traditional teaching methods where the teacher is the knower who deposits knowledge to novice “progressed” learners. In an argument for a problem posing education, the study employs a qualitative research approach. Data was collected through document analysis and interviews with six teachers. Thematic analysis was used for data analysis. The findings of the study revealed a lack of evidence of progressed learner participation in the development of curriculum support programmes. In addition, progressed learners feature when they have to respond to developed programmes. This study concludes that teachers are fixated on traditional learning models. Based on the findings, the study recommends the need to shift to a “dialogue approach” where both the teacher and progressed learners design intervention strategies that communicate directly to the specific needs of such learners. Keywords: Curriculum support, progressed learners, critical pedagogy

The principle of free access and reuse of information

The right to information is one of the basic and important human rights, as it contributes to strengthening democracy, exercising oversight, achieving transparency and participating in decision-making. The principle of free access and reuse of information came in implementation of the right to obtain information, and this reinforced the great desire of researchers and specialists to publish research and scientific articles, and make them available to those who wish to obtain them easily and without any restrictions, and benefit from them in supporting and revitalizing scientific research, and spreading science and culture This research seeks, by looking at a group of research and articles published on the Internet, and their extrapolation, study and analysis, to reveal the system and method of free access to information, the method of reusing it, knowledge of its aspects and mechanisms, the importance that the international community attaches to its guarantee and protection, and the enrichment of the Arab Library with research and articles. Scientific reveals the system of free access to information, and the method of re-use. Where the research aims to know the principle of free access and reuse of information and its importance, and its methods represented in the golden and green ways, and its mechanisms, and to know the positive aspects in it and the obstacles that restrict it, and the legal guarantees that regulate and guarantee it, and to know the extent to which some countries apply this principle. The research concluded that the principle of free access is a fundamental pillar in the development of scientific activity in all areas of life. And that the application of the principle of reusing information further strengthened democracy, transparency and accountability, combating corruption, spreading awareness and knowledge, and actively participating in oversight and decision-making. The Internet has facilitated the application of the principle of free access to information and its reuse, as it has provided scientific institutions, researchers, students and readers with permanent and continuous communication through scientific electronic platforms and social networking sites. The initiatives, guarantees and laws issued by the international community had a significant impact on the development of the free access system and keeping pace with modern technical developments. The research calls on international organizations and government agencies to support development programs and reduce the digital divide between developing and developed countries, and assist them in developing their infrastructure, as well as inviting civil society institutions and government agencies to conduct training programs aimed at raising awareness and spreading a culture of human rights, and introducing ways and mechanisms of free access to re- Use of information.

Removing the Graduate Record Examination as an Admissions Requirement Does Not Impact Student Success.

Background: The predictive validity of components of the Graduate Record Examination (GRE) on student success is inconsistent, and the test itself has been shown to be a barrier for prospective students historically underrepresented in graduate programs. Policy Options and Recommendations: We analyzed three admissions cycles for the Master of Public Health degree at the Boston University School of Public Health before (2016, 2017, 2018) and after (2019, 2020, 2021) eliminating the GRE for diversity and quality of applications, student success, and employment outcomes. We observed increases in diversity (e.g., 7.1% and 7.0% self-identified as African American/Black and Hispanic before eliminating the GRE as compared to 8.5% and 8.2% after), but no loss of quality, as measured by undergraduate grade point averages (GPAs) (e.g., median undergraduate GPA before and after eliminating the GRE of 3.4). We also saw no difference in performance in required core courses (e.g., more than 93.5% of students earned passing grades in required courses before and 94.5% after eliminating the GRE) and graduate employment (i.e., 93.1% employed within 6 months of graduation before and 93.8% after eliminating the GRE). We recommend removing the GRE as an admission requirement for the MPH as a step toward diversifying the public health workforce. This change alone is necessary but insufficient. We also need to develop support programs, tailored specifically to the needs of our future students, to ensure their success. Conclusion: Eliminating the GRE as an admissions requirement for prospective students does not result in loss of student quality or worse program performance.

Psychological and educational support for cancer patients who return to work: A scoping review

Many patients with cancer experience challenges when they return to work (RTW) following cancer diagnosis and treatment. Psycho-educational support is important to facilitate the RTW process. This scoping review examined published reports on psycho-educational support for patients with cancer who RTW. We followed the preferred reported items for systematic reviews and meta-analyses statement and the framework of Arksey and O'Malley. We searched the Cochrane Central Register of Controlled Trials database, PubMed, CINAHL (EBSCO), and ICHUSHI and performed manual searches. We retrieved 1,586 articles and retained 48 for analysis (published January 2000 to December 2020). Physicians, occupational physicians, nurses, social workers, and psychologists provide considerable support in hospitals. Delivery modes included individual, face-to-face, and workbook. Psychological support included emotional, stress coping, counseling, and knowledge. Educational support included information or advice provision, communication skills, problem discussion, and work planning. Employment status was typically the primary outcome. We included 50 measurement scales across quality of life, cognitive functioning and illness, self-efficacy, psychological distress, and fatigue. This review elucidated psycho-educational support for patients with cancer who RTW, and measurement tools for related effects. Based on the characteristics of the psycho-educational support revealed in this study, future studies should examine the development, intervention, and implementation of support programs for patients' RTW.

Discrimination and victimization as mediators between social support and psychological distress in autistic adults

BackgroundThe mental health of autistic adults is a critical concern. The aim of this study is to gain a better understanding of how access to professional and social support combines with the experience of discrimination and victimization to explain psychological distress in autistic adults. MethodA cross-sectional online survey was conducted to provide information on psychological distress (Kessler K6), characteristics of the personal social support network, utilization and access to social and professional support, diagnosis and health conditions, and socio-demographic characteristics of the respondents. Two-hundred and twenty-two (222) autistic adults from Quebec (Canada) completed the survey. ResultThe results indicate high rates of psychological distress (51%), significant unmet support needs and many barriers to accessing psychosocial and health services. Four independent serial multiple mediator models confirm that social support and experiences of discrimination and victimization statistically mediate the relationship between professional support and psychological distress. ConclusionsThis study contributes to the understanding of the role of social support in the development of mental health difficulties in autistic people. Several courses of action are proposed, such as the implementation of structural corrective measures for access to services (e.g., limiting waiting times), design of service settings to limit possible sources of hypersensitivity, diversification of appointment methods (telehealth), making general service providers aware of the specific realities and characteristics of autism, greater consideration of the social aspects that influence mental health, the development of peer support programs, and the adoption of a positive and non-ableist view of autism in training programs.

Influence of Parenting Style on Stressful States in Preschool Children Who Have Experienced a Traumatic Event

Children are one of the most vulnerable groups of the population that is particularly affected by traumatic events. In many of them, traumatic events significantly disrupt their life, bring severe losses, damage their health, and increase the likelihood of them developing stressful states. The goal of the present study is to analyze the effect of parenting style on stressful states in preschool children who have experienced a traumatic event. The article determines the specific characteristics of having experienced a traumatic event and the indicators of a stressful state in preschool children based on a theoretical analysis of scientific literature. The article presents the results of an empirical study determining the relationship between parenting styles and the manifestations of stressful states in preschool children who have experienced a traumatic event. In the conducted study, a preschool child’s anxiety and the style of parenting are revealed to be factors in the emergence of stressful states in preschoolers. In the future perspective, these findings substantiate the development of a psychological support program for preventing and fighting stressful states in children of preschool age.
 
 Received: 24 May 2022 / Accepted: 20 August 2022 / Published: 2 September 2022

A comparison of burden of care in caregivers of patients with schizophrenia and obsessive-compulsive disorder

Background: Schizophrenia and obsessive-compulsive disorder (OCD) are two common and chronic psychiatric illnesses known to be associated with a considerable burden of caregiving. Various sociodemographic and clinical variables can influence the caregiving experience of the caregivers of these patients. Aim and Objectives: The present study aims to assess the burden of care, with the help of a well-standardized tool, and its relationship with different factors related to the caregivers. Materials and Methods: After obtaining the ethical approval from the Institutional Ethical Committee, a total of 50 adult caregivers with their patients with OCD as well as 50 caregivers with their patients with schizophrenia were enrolled on the study. The burden assessment schedule (BAS) was the principal tool to assess the burden of care in the caregivers of both patient groups. Results: The majority of the caregivers were male in both study groups. Both the study groups were comparable in terms of all sociodemographic variables except education and occupation. An education level of high school and above was found in a significantly higher number of the caregivers of patients with the OCD than those with schizophrenia (76% vs. 34%; χ2= 25.76; P<0.001). A significantly higher number (70% vs. 42%, χ2=8.227, P<0.05) of caregivers of patients with schizophrenia were unemployed. Both groups were comparable in terms of the overall burden of care (i.e., total BAS score), but the caregivers of patients with schizophrenia had a significantly higher mean score of the burden in the domain “caregiver’s routine” (8.92±1.82 vs. 8.08±1.85; t=2.291; P<0.05) and in the domain “taking responsibility” (11.0±0.50 vs. 10.08±0.94; t=6.103; P<0.001) than the caregivers of patients with OCD. Conclusion: The burden of care in the caregivers of patients with the OCD was not less than that in patients with schizophrenia in almost all of its domains except the burden of caregiver’s routines and taking responsibilities which were higher than the caregivers of patients with schizophrenia. There is a need for the development of educational inputs and support programs for these caregivers based on their local needs.

Analysis of Latent Classes of Self-Directed Learning and Impact Variables in Middle and High School Students During the COVID-19 Pandemic

본 연구는 코로나19로 인해 등교수업과 원격수업이 함께 진행된 2020년 2학기에 중‧고등학생이 경험한 학습양상을 이해하기 위해 자기주도학습에 따라 학습유형을 구분하고, 이에 영향을 미친 변인을 탐색하였으며, 잠재집단 간 수업 태도, 자기효능감, 학업정서 변화의 차이를 비교하였다. 이를 위해 서울지역 중‧고등학생 783명을 대상으로 잠재프로파일분석과 다항 로지스틱 회귀분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 중‧고등학생 모두 전체 학생 수의 반 이상을 차지하는 ‘자기주도학습 보통 집단’, 그 외 ‘자기주도학습 높은 집단’과 ‘자기주도학습 낮은 집단’의 3개의 잠재집단이 도출되었다. 둘째, 자기주도학습을 잘하는 집단일수록 중‧고등학생 모두 자기효능감과 수업 태도가 좋은 것으로 나타났다. 더불어 고등학생의 경우 자기주도학습을 잘하는 학생에 비해 보통이나 낮은 집단에서 코로나19 이전보다 불안과 스트레스를 더 많이 느끼는 것으로 나타났다. 마지막으로 집단 구분에 영향을 주는 변인으로는 중학생은 사교육, 자기효능감, 학부모지원, 디지털기기 활용능력이, 고등학생은 자기효능감과 학부모지원이 영향을 미치는 것으로 나타났다. 이러한 결과는 코로나19로 인한 학습회복과 관련하여 교수‧학습과정에 초점을 맞춘 학생지원 프로그램 개발과 운영에 대한 기초자료를 제공할 수 있을 것이다.In order to understand the learning patterns of middle and high school students in the second semester of 2020, when in-school and remote classes were conducted in tandem due to the COVID-19 situation, this study identified learning types according to self-directed learning, explored the predictive variables that affected them, and compared differences in class attitudes, self-efficacy, and academic emotions between groups. To this end, 783 middle and high school students in Seoul were subjected to latent profile and polynomial logistic regression analyses. The results are as follows. First, three latent classes were derived: an "average group for self-directed learning," which accounted for more than half of the number of students in both middle and high school; a "high group for self-directed learning"; and a "low group for self-directed learning." Second, the better the self-directed learning group, the better the self-efficacy and class attitude of both middle and high school students. In addition, high school students in the average or lower group felt more anxiety and stress than before the COVID-19 restrictions than did those students who were good at self-directed learning. Finally, it was found that the variables that impact latent class classification for middle school students were out-of-school classes, self-efficacy, parental support, and the ability to use digital devices, while for high school students, they were self-efficacy and parental support. These results could provide the basis for the development and operation of student support programs focused on the teaching and learning process in relation to learning recovery made necessary by the COVID-19 pandemic.

Co-designing an online support program for and with informal carers of people with heart failure

Funding AcknowledgementsType of funding sources: Public grant(s) – National budget only. Main funding source(s): Swedish research council for health, working life and welfareBackgroundInformal care is increasing due to societal challenges such as ageing populations, more non-communicable diseases in combination with lack of health care personnel. Informal carers, namely family members, friends and neighbours, are important actors in the care and support of people with heart failure. To support them in their caring, information and communication technology has shown to be promising. The mentioned challenges have also put pressure on digitalising health care. The COVID 19 pandemic has further highlighted the need to provide and receive support through digital services. There is currently a lack of support interventions for carers of people with heart failure that are directly integrated within the health care system. To develop relevant support carers should be involved in the process.PurposeThe aim of the study was to describe the co-design process in the development of an online support program for carers of people with heart failure.MethodsInformal carers, researchers and practitioners were involved in the co-design process. In the first phase an assessment of carers’ needs and preferences was performed based on a literature search, focus group interviews (n=23 carers), individual interviews and user group sessions (n= 7 carers). Phase two continued with the actual development of the support program prototype, based on the results of phase one. This phase included 13 carers and 18 researchers and practitioners. In the final phase, the program was reviewed and refined by carers, practitioners, and researchers. The project group coordinated the co-design process and took part in the development of the support program.ResultsThe co-design process resulted in an online support program consisting of 15 modules with the aim to increase carers’ preparedness to care for a person with heart failure. Each module focused on different topics such as "About heart failure" and "To be a carer". The support program was designed and integrated within the Swedish national e-health platform "1177" in a section called "support and treatment". During the co-design process, various challenges arose, which included the choice of platform itself which then influenced the further co-design process. This process involved balancing implementation and sustainability requirements, against carers’ needs and preferences regarding the program itself.ConclusionsTo conduct a co-design process involving carers and other actors means to navigate diverse interests, goals and pay due attention to regulations. It is an explorative process in which researchers need to be flexible. The effects of the program will now be tested via a randomized controlled trial, and the results will also illuminate the co-design process further.

Training Faculty for Better Online Teaching – Need & Issues

Abstract: Online teaching and learning is a necessity rather than a choice in all forms of education today. Faculty are one of the important element in this online teaching / learning process. There are several issues pertaining to faculty and one important issue is the training of the faculty and their orientation towards online teaching. There are several platforms, services and MOOCs available, which provide training to faculty regarding different aspects related to teaching better online. This paper explores the need for training the faculty to do better online teaching. The author has conducted a 4-hour short course on “online learning – theory and practice” for 23 faculty in his institution. Feedback collected from the faculty through a questionnaire survey support the need for such training by emphasizing the need to understand both theoretical and practical aspects, but expect freedom in selection of the platform to be used, consider student satisfaction and delivery as more important, support online assessment and consider regular student feedback important for online teaching. The findings of this study have some implications for development and implementation of training and support programs to help faculty to teach online. Keywords: online teaching, pandemic, faculty training, feedback

FACTORS INFLUENCING ONLINE LEARNING ENGAGEMENT: INTERNATIONAL STUDENTS’ PERSPECTIVE AND THE ROLE OF INSTITUTIONAL SUPPORT

The study was intended to model online learning engagement of international students studying in Indonesia to determine which factors affect learner engagement. A survey was conducted online, and 102 international students filled the questionnaire. Partial Least Squares-Structural Equation Modeling (PLS-SEM) technique was used for data analysis. The results show that the variables: university support (T = 2.881, P< 0.01), motivation (T = 3.411, P< 0.01), and personal innovativeness (T = 2.426, P< 0.05) were the significant predictors of international students’ engagement in online learning. Other variables like instructor interactivity, student-material interaction, student-student interactions, and self-regulated learning didn’t significantly affect learner engagement. The findings of this exploration can be used as empirical data for higher education institutions’ managers when developing support programs for international students during their studies in a destination country. Other findings’ implications and recommendations are discussed.

COVID-19로 인한 비대면 학습환경에서 대학생의 학교소속감과 교수신뢰가 학업지속의향에 미치는 영향

Objectives The purpose of this study was to investigate the effect on the academic persistence intention by the school belonging and the professor trust of university students in non-face-to-face learning environment due to COVID-19. Methods A survey was held to the university students who have been non-face-to-face learning environment more than a semester in Seoul and Chungcheong cities from April 11 to April 18, 2022. 202 copies were in the final analysis for data analysis, t-test, ANOVA, Pearson’s Correlation Coefficient and Multiple regression was used. Results The school belonging, the professor trust, and the academic persistence intention of university students all showed significant positive correlations with one another. Number of meetings with professors in one semester, the school belonging, the professor trust, accounted for 40.8% of the total variance in the academic persistense intention among university students. Conclusions Therefore, this study could be used as a basic data for the development of student support programs that help students continue their studies by promoting a sense of belonging to their university and intimacy between professors.