Distance Learning Research Articles

Identifying Nursing Students' Views of Studying Mental Health and Diseases Nursing Course via Distance Education during the Pandemic

Objective: This research was conducted to determine students' opinions about taking the mental health and disease nursing course through distance education. Methods: The research, designed as a descriptive quantitative study, and conducted with students (n=243) taking the Mental Health and Disease Nursing course at the Nursing Department of a state university in Ankara. "Participant Information Form", " Assessment Form for Mental Health and Diseases Nursing Course Distance Education," created by the researchers, and the "Opinions About Distance Education Scale" were used to collect the data. In data analysis, content analysis was performed for open-ended questions, and the data were presented under themes, sub-themes, and categories. Number, percentage, mean, standard deviation, median, minimum, and maximum values were given for the scale scores. Results: The views of students on distance education were conceptualized under four themes: "Views on distance education", "Effectiveness of teaching methods used", ''Effectiveness of methods used in the practice skill courses, ''Preparedness for provide nursing care to patients followed up with a psychiatric diagnosis.' The total mean score of the participants for the opinions about the distance education scale was determined as 2.91±0.48. Conclusion: The students evaluated the education provided through distance education as moderately sufficient. The teaching methods used in the mental health and diseases nursing course taken through distance education and ensuring permanence through repeated access to courses were stated as positive aspects in theoretical terms, significant deficiencies were expressed in terms of contacting patients in the clinical environment and gaining professional roles.

Remote Monitoring, AI, Machine Learning and Mobile Ultrasound Integration upon 5G Internet in the Prehospital Care to Support the Golden Hour Principle and Optimize Outcomes in Severe Trauma and Emergency Surgery.

Feasibility and reliability evaluation of 5G internet networks (5G IN) upon Artificial Intelligence (AI)/Machine Learning (ML), of telemonitoring and mobile ultrasound (m u/s) in an ambulance car (AC)- integrated in the pre-hospital setting (PS)- to support the Golden Hour Principle (GHP) and optimize outcomes in severe trauma (TRS). (PS) organization and care upon (5G IN) high bandwidths (10 GB/s) mobile tele-communication (mTC) experimentation by using the experimental Cobot PROMETHEUS III, pn:100016 by simulation upon six severe trauma clinical cases by ten (N1=10) experts: Four professional rescuers (n1=4), three trauma surgeons (n2=3), a radiologist (n3=1) and two information technology specialists (n4=2) to evaluate feasibility, reliability and clinical usability for instant risk, prognosis and triage computation, decision support and treatment planning by (AI)/(ML) computations in (PS) of (TRS) as well as by performing (PS) (m u/s). A. Trauma severity scales instant computations by the Cobot PROMETHEUS III, pn 100016) ) based on AI and ML complex algorithms and Cloud Computing, telemonitoring and r showed very high feasibility and reliability upon (5GIN) under specific, technological, training and ergonomic prerequisites B. Measured be-directional (m u/s) images data sharing between (AC) and (ED/TC) showed very high feasibility and reliability upon (5G IN) under specific, technological and ergonomic conditions in (TRS). Integration of (PS) tele-monitoring with (AI)/(ML) and (PS) (m u/s) upon (5GIN) via the Cobot PROMETHEUS III, (pn 100016) in severe (TRS/ES), seems feasible and under specific prerequisites reliable to support the (GHP) and optimize outcomes in adult and pediatric (TRS/ES).

A moment of turbulence: Privacy considerations in the pivot to distance learning during COVID-19 in higher education in Estonia, France, and Israel

A moment of turbulence: Privacy considerations in the pivot to distance learning during COVID-19 in higher education in Estonia, France, and Israel

Continuing Educational Program in Nursing Informatics for Greek Nurses.

Nurses are required to adapt to a complex and rapidly evolving environment that incorporates new IT technologies. Continuing, lifelong learning, especially in the fast-growing fields of Nursing Informatics, eHealth and related Information and Communication Technologies, is vital to the professionalism of nurses. The study presents the curriculum development and implementation of the educational project entitled "Training of Nurses in Nursing Informatics and Information and Communication Technologies (ICT)" which has been designed and offered to Greek nurses as a continuing - lifelong online educational program by the Health Informatics Laboratory of the National and Kapodistrian University of Athens. The training material was created in three modules and 29 sub-modules, considering the new advancements and recommended competencies, necessary for the nurse, in the fields of Nursing Informatics and ICT. So far, eight training cycle courses have been offered to 1388 nurses, free of charge. Each course integrates synchronous and asynchronous distance learning methods and requires a workload of 70 hours over 10 weeks. The initial evaluation of the course by the participants, concerning its effectiveness, usefulness, and innovation are very encouraging.

Teacher practices regarding teaching presence in Vietnamese tertiary online distance education programmes

This study explored how teachers adapt their agentic teaching practices in the context of online distance education programmes in Vietnam. A single-institution case study design was used to collect data through online individual semistructured interviews that were conducted via Zoom with five teachers from a variety of disciplines who had been teaching in online distance education programmes at the Centre for E-Learning at a Vietnamese higher education institution. Data analysis highlighted the role of teachers’ agentic teaching presence in the pedagogy used in online distance education programmes. Specifically, the teachers exhibited acceptance of an approach to organising their practice that involved adherence to course outlines that had previously been designed and approved without questioning and modifications. However, the results further revealed the agentic direct instruction strategies used by teachers in terms of the varied delivery of course content, student feedback and assessments, which exhibited a stronger emphasis on facilitating online classroom discourse and interactions via various channels with the goal of enhancing students’ learning support, experience, and engagement. The findings of this research thereby affirm the pivotal role played by teaching presence in the setting investigated in this research in particular as well as in the context of online distance education in general. The study highlights the need for further interconnections to be established to link multiple aspects of social, cognitive and teaching presence to the practices that teachers use to enhance students’ engagement and learning experience. The study also has pedagogical implications with regard to teaching in online distance education programmes that pertain not only to teachers’ classroom practices but also to their professional development.

Cloud-based STEM learning: Using an online simulation to teach renewable resources management in a remote learning classroom during the COVID-19 pandemic

Cloud-based STEM learning: Using an online simulation to teach renewable resources management in a remote learning classroom during the COVID-19 pandemic

We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education

PurposeReflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.Design/methodology/approachThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.FindingsThe findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.Practical implicationsThe results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.Originality/valueThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.

Múltiplas representações e objetos de aprendizagem na capacitação docente em cursos de engenharia

The Master’s research that this article takes place aimed to develop a proposal for teacher training for teachers working in Higher Education, in Engineering courses to distance, who have difficulties with pedagogical practices aligned with digital Technologies. The aim was to address pedagogical possibilities based on the Multiple Representations and Learning Objects frameworks. This theoretical articulation supported the development and application of a continuing education course for a group of teachers trained in engineering, promoting the updating of their pedagogical practice in the light of their training needs and the reality of distance education. The research was based on a qualitative approach and the data was collected through electronic activities and questionnaires, which were analyzed according to the assumptions of the Textual Discourse Analysis framework. From the analytical categories, it was possible to deduce that the teacher training raised participants' awareness of the importance of continuing pedagogical training and the contributions of digital technologies to distance learning, as well as showing the relevance of inserting Multiple Representations and Learning Objects as strategies to promote the exemplification of content and satisfactory student learning.

If You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs

Despite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally–combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020)[1], found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education. [1] This article is original, with some exceptions in the “Results” section.

Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participant's schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

DIDACTIC PRACTICUM ON THE USE OF FORECASTING METHODS DURING THE STUDY OF THE DISCIPLINE "FORECASTING SOCIO-ECONOMIC PROCESSES" AS A FORM OF RESOURCE-BASED LEARNING

In the article, the authors present the developed didactic model of the practice of using forecasting methods during the study of the discipline "Forecasting socio-economic processes", which consists of three blocks: theoretical-analytical, activity-practical, summarizing-resultative. The theoretical-analytical block contains the theoretical material of the discipline "Forecasting socio-economic processes", which is presented in a convenient digitized format in the distance course environment. The content of this block includes the program, general methodical recommendations and a route map of the practicum in computer rooms. The activity-practical block provides a logical combination of various forecasting methods, which consists in their combination and use in accordance with a specific forecasting task and data characteristics. We focus on the main ways that can be used to combine methods. When studying the discipline "Forecasting socio-economic processes", the main emphasis is on practical exercises: selection of tasks, within which students perform: data analysis, building models, choosing optimal methods, justification. The summarizing-resultative block involves writing a report on each practical work and defending the results. Students should conclude that a combination of different forecasting methods allows for more accurate and reliable forecasts because they take into account different aspects of the data and the system, which helps to avoid one-sidedness and provide a comprehensive analysis of the situation.

STUDENTS MOTIVATION IN E-LEARNING TROUGH GOOGLE CLASSROOM APPLICATION ON WRITING SKILL AT EIGHT GRADE OF SMP N 1 KALIWUNGU

The research was aimed: 1) To To analyze the students motivation in e-learninng troughgoogle classroom on writting skill at eight grade SMP N 1 Kaliwungu, Semarang and, 2) Toanalyze the problem on students of motivation intrinsic and extrinsic motivation in e-learning atstudent’s eight grade of SMP N 1 Kaliwungu, Semarang. This research was conducted on August2021, . The researcher took 33 students 8A grade of SMP N 1 Kaliwungu as the subject. A casestudy qualitative research was used in this study. To collect the data, the researcher usedquestionnaire and interview. The questionnaire above used the document and share to the studentsafter interview with the teacher face-to-face. To validity data, the researcher used datatriangulation. To analyzed data used qualitative interactive: data reduction, data, display,conclucion drawing/verification. The result of the research show that: 1) the students’ motivationintrinsic in E-learning English used Google Classroom was the students easily understood thematerial and it was not too difficult. The students’ motivation extrinsic in E-learning English useGoogle Classroom application was the students were less interested in students because they weremore interested in other subjects than English. 2) The students problems in e-learning troughgoogle classroom on writing skill, they were very enthusiastic about offline learning than elearningwith Google Classroom application for distance learning especially on writing skillKeywords : Student Motivation, E-Learning,Google Classroom,Writing skill

Psychosocial alterations during the COVID-19 pandemic and the global burden of anxiety and major depressive disorders in adolescents, 1990-2021: challenges in mental health amid socioeconomic disparities.

The coronavirus disease 2019 (COVID-19) pandemic, a global health crisis, profoundly impacted all aspects of daily life. Adolescence, a pivotal stage of psychological and social development, is heavily influenced by the psychosocial and socio-cultural context. Hence, it is imperative to thoroughly understand the psychosocial changes adolescents experienced during the pandemic and implement effective management initiatives. We examined the incidence rates of depressive and anxiety disorders among adolescents aged 10-19years globally and regionally. We utilized data from the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2021 to compare pre-pandemic (2018-2019) and pandemic (2020-2021) periods. Our investigation covered 204 countries and territories across the six World Health Organization regions. We conducted a comprehensive literature search using databases including PubMed/MEDLINE, Scopus, and Google Scholar, employing search terms such as "psychosocial", "adolescent", "youth", "risk factors", "COVID-19 pandemic", "prevention", and "intervention". During the pandemic, the mental health outcomes of adolescents deteriorated, particularly in terms of depressive and anxiety disorders. According to GBD 2021, the incidence rate of anxiety disorders increased from 720.26 [95% uncertainty intervals (UI) = 548.90-929.19] before the COVID-19 pandemic (2018-2019) to 880.87 per 100,000 people (95% UI = 670.43-1132.58) during the COVID-19 pandemic (2020-2021). Similarly, the incidence rate of major depressive disorder increased from 2333.91 (95% UI = 1626.92-3138.55) before the COVID-19 pandemic to 3030.49 per 100,000 people (95% UI = 2096.73-4077.73) during the COVID-19 pandemic. This worsening was notably pronounced in high-income countries (HICs). Rapid environmental changes, including heightened social anxiety, school closures, economic crises, and exacerbated racism, have been shown to adversely affect the mental well-being of adolescents. The abrupt shift to remote learning and the absence of in-person social interactions heightened feelings of loneliness, anxiety, sadness, and stress among adolescents. This change magnified existing socioeconomic disparities, posing additional challenges. These complexities profoundly impact adolescents' well-being, especially vulnerable groups like those from HICs, females, and minorities. Acknowledging the underreporting bias in low- to middle-income countries highlights the importance of addressing these mental health alterations in assessments and interventions within these regions as well. Urgent interventions are crucial as the pandemic-induced mental stress may have lasting effects on adolescents' mental health.

Undergraduate Researchers and The Academic Librarian: Case Studies and Best Practices

The 2023 second edition of Undergraduate research and the academic librarian: Casestudies and best practices co-edited by Merinda Kaye Hensley, Hailley Fargo, and StephanieDavis-Kahl, reflects the recent socio-political cultural changes that have impacted the evolutionof academic library programs focused upon the undergraduate population and their researchskill development. Through the models chosen for this edition, programs which highlight thenecessity for remote learning, the needs of minoritized students and the overall benefits ofinitiating research skills at the undergraduate level are provided to inspire the reader. Theprograms described also provide creative collaborations between the academic libraries andvarious university programs. By providing program descriptions, reflections, recommendationsand best practices in each chapter, Undergraduate research and the academic librarianprovides guidance and creative suggestions for new librarians, academic librarians and researchand instruction programs seeking to address the research instruction needs of a diverseundergraduate student population.

Organizational Mediators of Sustainability in a Randomized Controlled Trial

ABSTRACT Background Prior systematic reviews and research have suggested that certain organizational characteristics and training methods may support the sustainability of new practices, yet these factors have not been adequately studied in behavioral health. Objective The objective of this study was to test the indirect effects of training design (e.g. training condition and consultation call attendance) on clinician-reported sustainability through post-training organizational resources, training exposure and utilization, and organizational climate. Method Fifty licensed outpatient clinics, including 100 clinicians, 50 supervisors, and 50 administrators were randomized to one of three training conditions: 1) Learning Collaborative (LC), 2) Cascading Model (CM), or 3) Distance Education (DE). All were trained to provide Parent Child Interaction Therapy (PCIT). Data to assess training and implementation outcomes were collected at 4 time points coinciding with the training period: baseline, 6- (mid), 12- (post), and 24-months (1-year follow-up). Multi-level path analysis was utilized to examine the role of organizational barriers and training approaches on the sustainability of PCIT (caseload, protocol use, number of families seen). Results Clinician-reported resources, training exposure and utilization, and organizational climate varied among study conditions, with the most favorable conditions reported in the CM condition and the least favorable conditions reported in the LC condition. The CM condition was associated with greater PCIT caseload, more families served by the PCIT program, and less use of the full PCIT protocol as compared to the DE condition, while the LC condition was associated with fewer families served and more use of the full PCIT protocol. Conclusions Organizational factors such as available resources, organizational climate, and training exposure and utilization indirectly influence the effect of training approach and consultation on PCIT sustainability two years after baseline and vary based on condition. A possible mechanism of the cascading training model on sustainability, through increased organizational resources, was also identified.

Challenges of distance learning encountering nursing students after the COVID-19 pandemic: a study from the Middle East

BackgroundThe COVID-19 pandemic necessitated an abrupt transition to online learning in nursing education, presenting unprecedented challenges. This research aims to comprehensively assess the challenges faced by nursing students during this transition, exploring key issues, recommending strategies, and analyzing their impact on student perceptions.MethodsUsing a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries—Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt—to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann–Whitney tests were conducted to examine differences between countries and sociodemographic variables.ResultsDescriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support.ConclusionThis study provides critical insights into the challenges faced by nursing students during the Middle East's online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region.

The Role Of Modern Communication Technology In Reducing School Circumstantial Problems During The COVID-19 Pandemic

Many studies and reports in recent years have demonstrated the importance of ICT in education ", where UNESCO has identified it as an essential tool for disseminating knowledge in societies and its adoption in the educational system helps to improve the quality of education, Schools use means of communication to communicate, disseminate, store and manage information, Achieving the principle of interactive education by replacing chalk panels with smart panels, for example Students use their smart phones to learn, and to achieve this possibility of distance learning, which helps educational institutions, including the school, to consider them among the most important institutions of socialization in controlling and reducing the circumstantial problems they face. The Algerian school is not isolated from such problems and this is what I emphasized in the current health crisis. We will address in our study alongside modern communication media the role they play in confronting exceptional circumstances under the COVID-19 pandemic

Effectiveness of ChatGPT in remote learning environments: An empirical study with medical students in Saudi Arabia.

Purpose: This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. Methods: This cross-sectional survey study recruited 386 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire designed to assess perceptions of ChatGPT's effectiveness in remote learning. The questionnaire included Likert scale questions to evaluate various aspects of ChatGPT's support in remote learning, such as personalized learning, language and communication skills, and interactive quizzing. Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, one-way ANOVA, and Cronbach's alpha to evaluate reliability. Results: Participants mostly used ChatGPT on a weekly (43.2%) or daily (48.7%) basis, primarily on personal computers (62.5%). Mean scores for ChatGPT's support in remote learning were high for personalized learning (4.35), language and communication skills (4.23), and interactive quizzing and assessments (4.01). Statistically significant differences were found based on gender for interactive quizzing (p = .0177) and continuity of education (p = .0122). Conclusion: Despite certain challenges and variations in perceptions based on gender and education level, the overwhelmingly positive attitudes toward ChatGPT highlight its potential as a valuable tool in medical education.

Exploring factors influencing teachers' self-efficacy in distance learning

Exploring factors influencing teachers' self-efficacy in distance learning

Design and Implementation of Remote Lab PID Controller Experiment Based on IoT

The education sector has increasingly embraced distance education to ensure a safe and uninterrupted learning process, especially in wars or epidemics. This paper focuses on designing and implementing a PID (Proportional-Integral-Derivative) controller experiment in remote laboratories utilizing the Internet of Things (IoT). Also, a laboratory experiment was developed using a naturally unstable system, specifically a cart-inverted pendulum. The experiments aim to enhance students' understanding of PID controller tuning within a real-world context. This system was chosen due to its dual motion characteristics, with a linear motion for the cart and a circular motion for the pendulum. Two controllers were designed and implemented for the system to enable control and feedback. Additionally, the Blynk platform was integrated into the experiment setup, allowing for real-time visualization of the system's response, control of PID parameters, and the ability to view the video stream via platforms like Skype. For remote connectivity, NodeMCU, an IoT development board, controlled the pendulum, collected system parameters, and transmitted them to the cloud through the Internet. Moreover, the sensors and the system were mathematically modeled, and their transfer functions were extracted. That allows the students to do the PID experiment theoretically and practically and compare the results. This complete setup enables local and remote access to the experiment, ensuring students can experiment regardless of their physical location. As a result of the study, designing and implementing a remote laboratory PID controller experiment utilizing IoT technology provides students with an innovative and immersive learning experience.