Digital Proficiency Research Articles

Assessing Older Adults’ Perspectives on Digital Game-Related Strategies to Foster Active and Healthy Ageing

The growing use of digital platforms among older adults has brought increased challenges to the design and development process, thus requiring considering age-related needs and changes. Nonetheless, a growing body of research suggests that different types of applications of digital platforms, i.e., digital games, can foster new opportunities to encourage active and healthy ageing (AHA) by promoting knowledge acquisition, developing competences, fostering well-being, and deepening social connections. Therefore, this study aims to assess older adults’ perspectives and participation in digital game-related strategies and how these can foster AHA. A mixed-methods approach was applied, resorting to field notes and a questionnaire, involving 18 participants aged between 63 and 81, at the Ageing Lab (Laboratório do Envelhecimento). Through 10 exploratory digital gaming-related sessions over approximately two months, participants were introduced to game-related strategies and online communities. Overall, this study sustained previous research about the influence of digital games and online communities in the promotion of AHA, by encouraging participation in society, acquisition of new digital competences in the dimensions of information and data literacy, communication and collaboration, and safety; and maintaining one’s health and well-being. Moreover, findings suggest that continued contact with information and communication technologies stimulates digital proficiency, thus further fostering inclusion in an increasingly digital society.

Technologies and Digital Competences in Portuguese Education: History of its Integration in Pedagogical Practices since the Beginning of the 20th Century

This study aims to analyse the evolutionary context of the introduction of technology in Portuguese schools, from the beginning of the 20th century to the present day, and to identify the digital competences of Portuguese teachers at different educational levels. The analysis, qualitative and quantitative in nature, allowed us to conclude that technologies had a slow diffusion in Portuguese schools, because of the scarcity of resources and residual investment in teacher training, giving the use of technology in school a more irregular and playful character rather than truly integrated in pedagogical practices to promote the quality of learning. Although in recent years there has been still some conservatism in the use of technology, very focused on its instrumental use, there have been more practices with pedagogical intent and more focused on the active participation of students, also noting the growing importance of teacher training in this field of digital technologies, with the aim of making teachers more competent and fluent in the pedagogical use of digital. Furthermore, the study focused on the teachers' perception of their digital competences in three dimensions: the teachers' professional and pedagogical competences and the students' competences from the DigCompEdu framework and the self-assessment questionnaire of digital competences built from the same framework - DigCompEdu Check-In. The analysis of the answers obtained in this questionnaire (collected from the participation of 434 teachers of Basic and Secondary Education and 118 of Higher Education) showed that teachers need to increase their levels of digital proficiency through specific training, since they present, globally, a moderate level of digital proficiency - level B1 -Integrators- being the areas 4 - Evaluation - and 6 - Digital empowerment of students, the ones that present the greatest weaknesses. Keywords: history of education, educational technologies, Portugal, teachers' digital competences, teachers' training

Impact of ICT Proficiency on Teachers' Work Performance in Distance Learning

This study investigated the impact of Information and Communication Technology Proficiency (ICT-P) on teachers' work performance (WP) within distance learning contexts. Employing a quantitative design, a cross-sectional survey was administered to assess the ICT-P and WP of teachers working in distance learning institutes; Virtual University and Allama Iqbal Open University. Using stratified sampling, data was collected from 237 teachers through two online self-administered questionnaires, involving ICT-P and WP. Both questionnaires consist of a 6-point semantic differential scale. The ICT-P was framed around the Joint Information Systems Committee (JISC) model of digital literacy, examining constructs such as the use of ICT-P based devices, digital applications, software, services, and digital proficiency. The WP construct, sourced from an extensive literature review, is divided into seven primary areas. Data was analysed using descriptive statistics, reliability analysis, correlation, and regression techniques. The research found an affirmative impact of ICT Proficiency on teachers’ work performance.

Development of collective intelligence in the enterprises’ digital transformation

Purpose. Theoretical and methodical foundations deepening and projecting concerning business structures collective intelligence recommendations improvement based on human capital digital literacy in enterprises’ digital transformation. Methodology. The presented scientific research results were obtained using general and special cognition methods: morphological analysis, generalization and scientific abstraction; dialectical cognition, deduction and induction; system and cluster data analysis by Data Mining means; grouping and systematization; graphical and tabular presentation; abstract-logical method; econometric trend formation method. Findings. We deployed a science position regarding the progress of the enterprises collective intellect based on one of the main components – human capital computer knowledge. Emphasis is placed on anthropocentricity, which plays a decisive role in the business structures’ innovative activity. Our study argued the demand for joint intellect technologies in the enterprises’ cyber conversion. We highlighted the mass cooperation fundamental principles, which are based on a new management paradigm and proposed a new understanding of the categories essence: “digital competence”, “digital competency” and “knowledge culture”. Our research revealed computer knowledge concept subject status as an imperative for the joint intellect improvement. We analyzed the “EU digital competencе frameworks”; proposed the computer literacy framework for the enterprises’ staff capital; determined the primary role of education in the context of the society digital proficiency formation. Originality. We improved the science and methodical approach to determining company’s staff capital computer literacy level based on the analysis of “EU digital competencе frameworks”. The proposed method makes it possible to determine the cyber maturity potential and readiness for computer technologies implementation into business practice in order to ensure its development. Practical value. The results of authors’ science projects and practical recommendations contribute to the effective use and development of the business organizations’ collective intelligence and their network associations in the conditions of cybernated conversion.

Dissecting the compensation conundrum: a machine learning-based prognostication of key determinants in a complex labor market

PurposeAmidst the turbulent tides of geopolitical uncertainty and pandemic-induced economic disruptions, the information technology industry grapples with alarming attrition and aggravating talent gaps, spurring a surge in demand for specialized digital proficiencies. Leveraging this imperative, firms seek to attract and retain top-tier talent through generous compensation packages. This study introduces a holistic, integrated theoretical framework integrating machine learning models to develop a compensation model, interrogating the multifaceted factors that shape pay determination.Design/methodology/approachDrawing upon a stratified sample of 2488 observations, this study determines whether compensation can be accurately predicted via constructs derived from the integrated theoretical framework, employing various cutting-edge machine learning models. This study culminates in discovering a random forest model, exhibiting 99.6% accuracy and 0.08° mean absolute error, following a series of comprehensive robustness checks.FindingsThe empirical findings of this study have revealed critical determinants of compensation, including but not limited to experience level, educational background, and specialized skill-set. The research also elucidates that gender does not play a role in pay disparity, while company size and type hold no consequential sway over individual compensation determination.Practical implicationsThe research underscores the importance of equitable compensation to foster technological innovation and encourage the retention of top talent, emphasizing the significance of human capital. Furthermore, the model presented in this study empowers individuals to negotiate their compensation more effectively and supports enterprises in crafting targeted compensation strategies, thereby facilitating sustainable economic growth and helping to attain various Sustainable Development Goals.Originality/valueThe cardinal contribution of this research lies in the inception of an inclusive theoretical framework that persuasively explicates the intricacies of a machine learning-driven remuneration model, ennobled by the synthesis of diverse management theories to capture the complexity of compensation determination. However, the generalizability of the findings to other sectors is constrained as this study is exclusively limited to the IT sector.

BIOSOCIODEMOGRAPHIC AND DIGITAL PROFILE OF PARTICIPANTS IN AN ONLINE EDUCATIONAL INTERVENTION ON COLOSTOMY

Objective: To identify the biosociodemographic and digital profile of people with colostomy and caregivers who participated in the online educational intervention on colostomy. Method: Cross-sectional study carried out with 20 people with colostomy and 32 caregivers, in the period of September/November 2020, in an integrated health center in Teresina, Piauí, Brazil. Sociodemographic and clinical characterization instruments, computer and internet access, and basic digital proficiency submitted to statistical analysis were used. Results: Among people with colostomy and caregivers, 60% were male and 75% female. Temporary colostomy (55%) with bright red color and regular shape (80%) predominated. Most caregivers had a job (46.9%), and 8 hours/week were dedicated to care. The degree of digital proficiency was low (76.9%). Conclusion: The identification ofthe biosociodemographic and digital profile of the participants can contribute to the adoption of educational strategies according to digital maturity or the need for support for the use of technologies, to optimize health care and qualify the assistance provided.

How do automated reasoning features impact the usability of a clinical task management system? Development and usability testing of a prototype

BackgroundElectronic clinical task management systems (ECTMSs) have been developed and adopted by care providers to improve care coordination. Some systems utilised automated reasoning (AR) to enable more intelligent task management functionalities, such as automated task allocation. Yet, the impact of such features on usability remains unclear. Poor usability of health information systems has been described to cause frustration and contribute to patient safety incidents. AimTo design AR features for an ECTMS and to evaluate their impact on usability. MethodsIn this mixed methods study, four ECTMS feature prototypes were co-designed with two clinicians. For each prototype, one AR variant and one non-AR variant with equivalent functionalities were developed. A moderated usability testing was conducted with seven clinicians to obtain ease-of-use ratings of prototypes and measure task durations. Parameters related to demographics and attitudes of participants were obtained via a questionnaire. A framework analysis was performed to summarise qualitative feedback. To determine statistical relationships of study variables, Spearmańs rank coefficients were calculated and presented as a correlation matrix. ResultsThree out of four prototypes received higher median ease-of-use ratings for AR variants and were associated with shorter average task durations. Multiple clinical use cases suitable for AR were identified. Preference for AR was found to moderately correlate with digital proficiency and prior experience with ECTMSs. Insufficient trust in automation, alert fatigue, and system customisation were identified as challenges in the adoption of AR features. ConclusionsThis study provides evidence for the potential of AR to enhance usability in ECTMSs. Consideration of psychological and organisational context of users in the feature design was found to be decisive for usability. Future research should explore implications for operational and clinical outcomes.

Digital capability: An essential nursing skill for proficiency in a post-COVID-19 world.

We explored the importance of digital technologies to health responses during the COVID-19 pandemic. The benefits, challenges and barriers to developing digital capabilities are identified, and strategies to establish enduring digital proficiency among nurses and healthcare colleagues gained during the pandemic are canvassed. Since the mid-20th century, technology uptake by health practitioners has prioritised digital information and communication technology. The COVID-19 pandemic accelerated the need to adapt digital communication to dangerous clinical workplaces. Organisational policies enabled digital capabilities to replace in-person processes while preserving regulatory compliance, safety and security of patient information and staff deployment. All evidence was accessed from publicly available sources. The COVID-19 pandemic was a catalyst for implementing Technology Enhanced Care Services. Health practitioners need appropriate digital capabilities for their roles and scope of practice. Nursing proficiency includes technological skills. Combining the Jisc Digital Capability Framework and the Health and Care Digital Capabilities Framework helps nurses achieve the technical expertise needed for clinical proficiency in contemporary healthcare environments. Healthcare workforce digital capability requires policies that resource digital technologies and individual user skills in dangerous COVID-19 workplaces. All involved must be abreast of technological changes and monitor technology effectiveness in innovation in patient care, professional education and evidence-based infectious disease management of healthcare systems. Nurses and other practitioners in COVID-19-compromised settings must be able to use the embedded digital technologies in patient care, clinical management and education. Policies securing resources for nurses to learn to use digital technologies will ensure that digital systems are regularly upgraded and that nurses develop proficiency in using technology in their clinical practice. Work and workplace redesign needs compatible computer systems and software to support nursing innovation and digital proficiency.

ОНЛАЙН СРЕДА: СВОБОДА ИЛИ ОГРАНИЧЕНИЯ?

The paper provides the study of the topical issue of modern education which defines online learning as an environment characterized by both autonomy and limitation for all the participants of the educational process. The reasons for raising this issue have been investigated and listed as follows: necessary moving to an online due to the pandemic of recent years; technical, methodological and technological lack of preparedness of teachers to implement the educational process in a new environment; a low level of motivation of teachers and students to work online efficiently, even though having a high level of digital proficiency. The authors consider the autonomy of an online learning environment in terms of the power of digital tools to be used in solving methodological problems and designing a pedagogical scenario in the logic of achieving planned educational results. Teachers’ and students’ autonomy in an online environment is realized in: a wide choice of different ways to present educational information; a variety of technologies to increase educational motivation; the possibility of implementing the ideas of microlearning; gamification of the educational process; monitoring the psychological well-being of a students, a positive attitude; a variety of individual trajectories of learning and a significantly changed role of students; the possibility of synchronous and asynchronous work, the presenting forms of the students’ projects and its evaluation, monitoring of students’ achievements. The limitations of an online environment as the authors conclude are mostly created by the participants of the educational process. This is an automatic rejection of new requirements and conditions and resistance to changes. The teachers’ lack of preparedness to solve the educational tasks in an online environment is doubled with the poor technical conditions of the physical environment. A major role in appearing the limitations online is also played by the methodological illiteracy of the teachers and the thoughtless use of digital solutions with no reference to educational tasks. The redesign of the pedagogical scenario and role changing of all the participants of the educational process could solve the problem of limitation of an online educational environment.

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence.

Usability of Open Educational Resources Platforms among Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study

The usability of open educational resources (OER) among students from Al Kabir Polytechnic in India was examined in the study. The study was guided by one hypothesis and four research questions. A descriptive survey was used in the investigation. 1000 students from Al Kabir Polytechnic made up the study population, and a simple random selection procedure was utilized to choose the sample size of 300 students. The study’s sample size was determined using the Taro Yamane formula. A questionnaire was used to obtain the data. The results demonstrate that students used OER with a high level of awareness. Students reported that OER was very usable and that the biggest obstacle to actual OER adoption was a lack of digital proficiency. Lastly, the study demonstrates a strong correlation between student awareness and the use of OER. The statement implies that students’ knowledge of OER positively influenced their usage. The researchers proposed that the institution’s library and school administration should offer training on digital literacy to students and that lecturers and librarians should keep promoting its use to students to sustain OER use.

Learning with Digital Media: A Systematic Review of Students’ Use in African Higher Education

This study examined African higher education students' digital media use for learning. A total of 64 papers were selected for final synthesis from 1046 publications between 2010 and 2021. The review was dominated by campus-based undergraduate studies in the STEM subjects. The synthesis confirmed a variety of digital media usage; however, learning management systems were mainly used for course delivery and primarily accessed by students through weak internet-enabled mobile devices. Digital-media learning activities include communication, information search, instruction, knowledge management, exploration, assessment, collaboration, and simulation. Subject areas were found to have no associations with type of learning activity. These findings suggest an emphasis on transmissive learning modes in digital environments, which may not promote active learning. Although African countries have leapfrogged the development of tethered devices and internet applications, connectivity cost, reported incompatibility, technical issues, and low digital proficiency still prevent the upscaling of technology-enhanced learning via mobile devices.

An investigation of digital skills of therapeutic radiographers/radiation therapists: A european survey of proficiency level and future educational needs

IntroductionThis study aims to assess the proficiency level of digital skills, the factors influencing that level and the training needs of Therapeutic Radiographers/Radiation Therapists (TR/RTTs), due to the differences in technology availability and accessibility, variations in the regulation and education of TR/RTTs in European countries, and the lack of a digital skills framework. MethodsAn online survey was distributed to TR/RTTs working in Europe to capture their self-assessment of proficiency levels of digital skills when performing their clinical role. Information was also gathered regarding training, work experience and level of information and communication technology (ICT) skills. Quantitative measures were analysed using descriptive statistics and correlation between variables, and qualitative responses using thematic analysis. Results101 respondents from 13 European countries completed the survey. Digital skills in treatment planning followed by management and research were the least developed skills, while the most developed were transversal digital skills followed by digital skills in treatment delivery. The Radiotherapy areas of practice where TR/RTT has experience (e.g. Planning Image, Treatment Planning, Treatment), as well as the level of generic ICT skills (communication, content creation and problem-solving), was related to the level of proficiency of TR/RTT digital skills. Greater scope of practice and level of generic ICT were associated with a higher level of TR/RTT digital skills. Thematic analysis allowed the identification of new sub-themes to be included in the training of TR/RTTs. ConclusionEducation and training of TR/RTTs should be improved and adapted to the current needs of digitalisation to avoid differences in digital proficiency levels. Implications for practiceAligning TR/RTTs’ digital skill sets with emerging digitalisation will improve current practice and ensure the best care to all RT patients.

Promoting Digital Proficiency and Health Literacy in Middle-aged and Older Adults Through Mobile Devices With the Workshops for Online Technological Inclusion (OITO) Project: Experimental Study.

Digital inclusion and literacy facilitate access to health information and can contribute to self-care behaviors and informed decision-making. However, digital literacy is not an innate skill, but rather requires knowledge acquisition. The present study aimed to develop, conduct, and measure the impact, on digital and health literacy, of a digital inclusion program aimed at community dwellers. The program targeted the recruitment of people aged 55 and older that owned mobile devices with an internet connection in 3 cities in northern Portugal (Paredes de Coura, Guimarães, and Barcelos). The program was titled the Workshops for Online Technological Inclusion (OITO) project and, in each city, was promoted by the coordinator of municipal projects and organized as an in-person 8-workshop program, using mobile devices, smartphones, or tablets. A quasi-experimental design was used with a nonrandomized allocation of participants in each set of 8 workshops. Sociodemographic, health status, and mobile use information were collected at baseline. Digital and health literacy were measured via the Mobile Device Proficiency Questionnaire and the Health Literacy Scale questionnaires, respectively, at baseline (T1), program completion (T2), and a 1-month follow-up (T3). A self-reported measure of autonomy was evaluated at T1 and T2 using a visual scale. Most participants were women with primary schooling (up to 4 years) aged between 65 and 74 years and retired. The intervention had an 81% (97/120) recruitment rate, 53% (43/81) adherence, and 94% (67/71) satisfaction rate, with 81 participants completing the entire 8-workshop program. Most participants had owned their mobile device for more than one year (64/81, 79%), were frequent daily users (70/81, 86%), and had received their mobile device from someone else (33/64, 52%). Over 80% (71/81) of the participants who completed the intervention used Android smartphones. At baseline, participants had low baseline scores in digital literacy, but medium-high baseline scores in health literacy. They showed significant improvement in digital literacy at T2 and T3 compared to T1, but without a significant difference between T2 and T3, regardless of sex, age, or schooling. A significant improvement in self-reported autonomy was observed at T3 compared with baseline. Regarding health literacy, no significant differences were found at T2 or T3 compared to the baseline. The feasibility indicators showed that the OITO project methodology had a substantial rate of recruitment and satisfaction. Program participants had significant improvement in digital literacy after 8 workshops and maintained their score 1 month after completing the intervention. There was no significant change in health literacy during the project period.

Університети третього віку як осередки з формування цифрових компетентностей у людей похилого віку

In this article, we present the outcomes of implementing an experimental program designed to nurture digital proficiencies among older adults within the framework of a Third Age University affiliated with a territorial social service center. Through a process of analytical scrutiny, we have refined, systematized, and extended the definitions and structure of digital proficiencies in the older demographic. Anchored in this conceptualization and the tenets of andragogy, we have formulated a program that prioritizes the enhancement of digital skills, encompassing computer utilization, internet navigation, engagement with social media, and the mastery of other digital tools. Furthermore, the research delves into the collaboration between social workers who specialize in geragogy and program participants, as well as the utilization of the Moodle platform. The analysis of survey results (n=360 respondents) substantiates the program’s triumph and the favorable attitude of older adults toward digital technologies. It underscores how the program takes into account the nuances of geronto-educational technologies while fostering the digital proficiencies of older individuals, enabling them to seamlessly integrate digital tools into their everyday lives.

A new guideline for geological maps with QGIS

Abstract Being able to create digital geological maps has become a basic requirement for the skillset of today’s geologists. QGIS is a geographical information system that receives increasing popularity due to its user-friendliness and the fact that it is an open access software. This contribution provides an update and extension to a previously published software guideline that gives a stepwise explanation on how to create a geological map with QGIS. The article serves as a brief overview of the guideline through an illustrated example. The guideline itself is published as a supplement to this paper. Within six sections, the guideline explains how to create a geological map with QGIS: 1. Introduction, 2. Download and installation, 3. Basemaps, 4. Map drawing, 5. Plugins, 6. Layouts. The aim is to instruct geologists who are completely inexperienced with digital map creation as well as provide specific information for more advanced users. In general, providing software guidelines for the geological community is an important step towards increasing geologists’ digital proficiency and to keep up with today’s fast paced developments in digitalization.

Promoting Child Development During the COVID-19 Pandemic: Parental Perceptions of Tele-Home Visits in Early Head Start Programs

ObjectiveThe COVID-19 pandemic prompted families to receive Early Head Start (EHS) home-based services virtually. This qualitative study evaluated parental perceptions of EHS tele-home visits.MethodsEHS parents who had transitioned to tele-home visits using any video-chat platform were recruited to participate in a Spanish or English virtual focus group that assessed their perceptions of tele-home visits. Using an iterative, consensus-seeking inductive content analysis approach, themes and subthemes were identified.ResultsThirty-five mothers of children newborn to 3-years-old, where the majority were Latino and Spanish-speaking, participated in four focus groups. Several patterns pertaining to technology, child engagement, child learning and development, and parent-home visitor relationship emerged in the qualitative analysis. Mothers revealed varying degrees of digital proficiency, device preference, and technology challenges. Mothers reported variability in child engagement and concerns with missed socialization opportunities for children as a results of tele-home visits, but also reported increased self-efficacy in supporting child development, positive relationships with their home visitor, and overall satisfaction with services.ConclusionParents revealed tele-home visits have the potential to be a viable service delivery method for EHS home-based programs. While parents perceived increased engagement and an uncompromised parent-home visitor relationship, they revealed areas of needed support that would optimize the use of tele-home visits.

Implementation of Competence-Based Human Resources Management in the Digital Era

Human resource management digitization may help businesses update their HR processes and provide them a competitive edge. At the same time, it demands a change in work style and a change in the necessity for Human Resources. The purpose of the study is to determine how competency-based human resource management may be used in the digital age. Additionally, researchers examine the primary advantages and disadvantages of the present situation and examine how they affect the skills and roles of HR professionals. Analysis of secondary data characterizing the degree of current digital proficiency based on the responses of more than 7,000 respondents from six EU member nations is part of the qualitative research (Germany, Finland, UK, Portugal, Sweden and Slovakia). The findings show that professional HR applications are typically hesitant to incorporate new technology. Future scholars should note that this study solely focuses on how human resource management is used in the digital age. Therefore, further in-depth study on this issue may be carried out by choosing a larger focal area.

Implementation of Competence-Based Human Resources Management in the Digital Era

Human resource management digitization may help businesses update their HR processes and provide them a competitive edge. At the same time, it demands a change in work style and a change in the necessity for Human Resources. The purpose of the study is to determine how competency-based human resource management may be used in the digital age. Additionally, researchers examine the primary advantages and disadvantages of the present situation and examine how they affect the skills and roles of HR professionals. Analysis of secondary data characterizing the degree of current digital proficiency based on the responses of more than 7,000 respondents from six EU member nations is part of the qualitative research (Germany, Finland, UK, Portugal, Sweden and Slovakia). The findings show that professional HR applications are typically hesitant to incorporate new technology. Future scholars should note that this study solely focuses on how human resource management is used in the digital age. Therefore, further in-depth study on this issue may be carried out by choosing a larger focal area.

Recent trends in telerehabilitation of stroke patients: A narrative review.

Stroke is the main reason for disabilities worldwide leading to motor dysfunction, spatial neglect and cognitive problems, aphasia, and other speech-language pathologies, reducing the life quality. To overcome disabilities, telerehabilitation (TR) has been recently introduced. The aim of this review was to analyze current TR approaches for stroke patients' recovery. We searched 6 online databases from January 2018 to October 2021, and included 70 research and review papers in the review. We analyzed TR of 995 individuals, which was delivered synchronously and asynchronously. Findings show TR is feasible improving motor function, cognition, speech, and language communication among stroke patients. However, the dose of TR sessions varied significantly. We identified the following limitations: lack of equipment, software, and space for home-based exercises, insufficient internet capacity and speed, unavailability to provide hands on guidance, low digital proficiency and education, high cognitive demand, small samples, data heterogeneity, and no economic evaluation. The review shows TR is superior or similar to conventional rehabilitation in clinical outcomes and is used as complementary therapy or as alternative treatments. More importantly, TR provides access to rehabilitation services of a large number of patients with immobility, living in remote areas, and during COVID-19 pandemic or similar events.