Effectiveness Of Virtual Education Research Articles

Effect of Virtual Education on Academic Performance Generated by COVID-19

The aim of this research is to analyze the impact of implementing virtual education on the academic performance of primary and secondary school students in a private school in Ibagué, Colombia, during the COVID-19 pandemic crisis. The survey was administered to 183 parents and nine teachers at the school as a data collection technique for the study. The research results revealed that the school maintained its quality in conducting virtual classes at the elementary and high school levels. Similarly, the students’ performance was maintained compared to the previous year of the pandemic. As a conclusion, it has been determined that the school directors’ implementation of the virtual education model and the capabilities of the teaching staff were successful in maintaining the quality of education during the pandemic.

Comparison of the Effect of 2 Virtual Education Methods: Family-based Versus Peer-Support on Perceived Stress and Stress Coping in Women with Breast Cancer: A Randomized Controlled Trial.

Stress is an overwhelming feeling in patients with breast cancer (BC). However, The effect of virtual education has not been fully regulated. Hence, this study intends to compare the impact of 2 virtual education methods on perceived stress and stress coping in women with BC. A 3-armed randomized clinical trial was conducted among 315 women with BC who were referred to the Cancer Institute in Tehran. They were randomly assigned to 3 groups: (a) Family-based, receiving family-based training package; (b) peer-support, receiving peer-support educational package; and (c) control, receiving routine hospital care. Data were collected through demographic and disease characteristics, the Perceived Stress Scale (PSS-14), and Coping Inventory for Stressful Situations (CISS-21) questionnaires before and 3 months after the intervention. The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were P < 0.0001, P = 0.015, P < 0.0001, and P = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was P = 0.527, P = 0.275, P = 0.358, and P = 0.609, respectively. The effect size test showed that before the intervention, the mean scores of perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were 32.00 ± 7.03, 19.36 ± 4.68, 25.10 ± 5.90, and 17.65 ± 6.64 respectively, but after the intervention showed a decrease in mean scores of perceived stress, emotion-oriented, and avoidance strategies. What is vibrant in virtual family-based education is far more effective than peer support when problem-oriented coping increases. Conversely, reducing perceived stress in women with BC receiving enough information and family support should be considered.

Effect of Virtual Education on Achievement of the Goals of the University of Applied Sciences &amp; Technology during the Covid-19 at the Applied Science Higher Education Institute Red Crescent Society of the Islamic Republic of Iran

INTRODUCTION: Virtual education and learning exert diverse effects on courses of different natures. Moreover, considering that the prime goal pursued by universities of applied sciences and technology is to focus on skills enhancement, the method of presentation, and the tools used. The teaching method should be designed appropriately and evaluated in terms of effectiveness. The current research, focusing on the effect of virtual education on practical and theoretical courses, seeks to assess the impact of virtual education on the achievement of the goals of the University of Applied Sciences and technology during the Covid-19 pandemic in the Applied Science Higher Education Institute Red Crescent Society of the Islamic Republic of Iran. METHODS: This applied research was conducted based on a descriptive-survey design. The data collection tools were information and data, library resources, and a researcher-made questionnaire. FINDINGS: Based on the results and the means obtained for each item, holding question and answer sessions with the highest number of good and very good items ranked first. On the other hand, uploading videos and photos to the system and providing links to related resources ranked in last place. CONCLUSION: According to the experience of virtual education in recent years following the Covid-19 pandemic, the use of hybrid methods, including online and face-to-face teaching, is recommended for teaching in skill-oriented higher education centers.

The Impact of Corona Outbreak on Virtual Education Policy in Iranian Universities

Abstract: Purpose: The main purpose of this study is to the effect of the coronavirus outbreak on e-learning policy in Iranian universities. Research methodology: This research is a combined type and includes a section that has practical writing. In order to collect information in the first part, the method of library studies and theoretical analysis has been used. The second part of this study was controlled. Results: Systematic review of research conducted in the field of research variables showed that appropriate policy-making in education, especially virtual education, leads to a constructive change in the educational system that will lead to lifelong and applied education and learning.Individual and social note. In the quantitative part, data analysis was performed using spss25 software. The results of the analysis of 4 hypotheses in the study showed that the prevalence of the coronavirus has a significant effect on the e-learning policy in Iranian universities. Limitations: Lack of availability of research samples during the corona. Contribution: Ensuring educational policy with proper mechanisms and accountability after the Coronavirus period is one of the most important factors that play a major role in improving and effectiveness of virtual education. Keywords: 1. Policy 2. Virtual Education 3. Educational Policy 4. Coronavirus

The Effect of Virtual Education on Self-Medication of Medical Sciences Students Based on the Health Belief Model

Introduction: Due to the high prevalence of self-medication among medical sciences students, according to previous research, the present study aimed to investigate the effect of virtual education on self-medication of medical sciences students based on the health belief model.&#x0D; Methods: The present quasi-experimental randomized controlled study was conducted on 110 students of Khomein University of Medical Sciences in 2021. The students were divided into experimental and control groups (55 people in each group) through two-stage sampling. The method of data collection was a questionnaire based on the health belief model about self-medication. The questionnaire was completed by both groups before and after the educational intervention. In order to analyze the data, Chi-square and independent and paired t-tests were used using SPSS26 software.&#x0D; Results: There was no significant difference between the scores of experimental and control groups before the intervention in the constructs of the health belief model. After the intervention, a significant difference was observed in the mean scores of knowledge (p=0.001) and perceived intensity (p=0.027) in the experimental group. However, no significant difference was observed in the mean scores of other constructs between the experimental and control groups.&#x0D; Conclusion: Although virtual education intervention is effective in learning, it cannot provide a satisfactory quality of education. It is suggested that a study be conducted to compare the two methods of face-to-face and distance learning at the same time.

Learner Preferences and Perceptions of Virtual Hand Surgery Education During the COVID-19 Pandemic

PurposeIn response to the COVID-19 pandemic, many postgraduate medical education lectures and conferences have been moved to a virtual platform. Questions remain regarding the effectiveness of virtual education, what types of educational offerings can be transitioned to a virtual format, and what types of curricula should still take place in person.MethodsThis study surveyed trainees from the United States who participated in a single institution’s hand surgery virtual flipped classroom curriculum of 6 week-long modules. Demographics, premodule and postmodule achieved levels of learning based on Bloom’s taxonomy, technology usage, and preferences were surveyed.ResultsOf the 65 participants, 41 (63.1%) responded to the survey. Trainees included hand surgery fellows (27/41 [65.9%]), orthopedic surgery residents (11/41[26.8%]), and plastic surgery residents (3/41 [7.3%]). On average, most trainees read, viewed, and participated in more than half of the articles (28/41 [68.3%]), electronic videos (31/41 [75.6%]), and conferences (35/41 [85.4%]) per week. The median level of achieved learning increased from “I can apply” to “I can analyze” for all modules. Self-directed learning was preferred for basic facts and knowledge (26/41 [63.4%]) and faculty-directed learning was preferred to review and practice advanced concepts (34/41 [82.9%]). The participants perceived benefits of the virtual curriculum to include increased scheduling flexibility (8/41[19.5%]), expert opinions (7/41 [17.1%]), and diversity of educational formats (3/41 [7.3%]). The perceived drawbacks included decreased interaction (8/41 [19.5%]), technical difficulties (6/41 [14.6%]), excessive detail (3/41 [7.3%]), and single-institution bias (2/41 [4.9%]).ConclusionsThe flipped virtual classroom model is an effective and preferred method of instruction for trainees. Trainees achieved a higher level of learning following the completion of each week-long module. Considerations for the implementation of a virtual curriculum include content quality, quantity, and reducing single-institution bias.Clinical relevanceThe implementation of virtual learning can enhance hand surgery education for the modern learner.

Higher education in times of health crisis 2020

The purpose was to analyze the learning processes in virtual education in students of a university in Huacho, 2020, where two categories have been considered: virtual education and skills in the context of this health emergency. From the qualitative approach, the population made up of university students was studied and the effectiveness of virtual education was obtained as a result, considered as a means of interaction between students and teachers despite the limitations: internet access, saturation of the university platform and greater teacher training in the use of technological tools. The category of competencies shows the ignorance of students about generic competences and specific competences, for which it is necessary to reinforce virtual education in the accompaniment and training of teachers and students.

452-P: Effect of Virtual Education on Glycemic Control in Patients with Type 1 Diabetes during Fasting Ramadan

Managing patients with T1DM who fast Ramadan is challenging. The COVID-19 related strict imposed curfew in Saudi Arabia affected access to healthcare and made virtual education (VD) a necessity. Objective: To assess the impact of VD on glycemic control and self-management in T1DM during Ramadan fasting. Methods: Pre-post Ramadan survey at endocrine clinics of National Guards Hospital, Jeddah, Saudi Arabia. Patients were contacted by phone due to COVID 19 restrictions. The VD methods (video + booklet) were sent to patients via WhatsApp. HbA1c was measured before and after Ramadan. Results: 89 patients enrolled: 51.2% males, DM duration 13.8 ±7.7 years, age 24.4 ±8.1 years. &amp;gt; 90% stated that VD used was well done/acceptable, and 57% confirmed using it as reference. During Ramadan 88% complied with frequent SMBG, 72.6% reported breaking the fast at the recommended threshold of &amp;lt;70mg/dl, but only 22.6% broke fasting if &amp;gt;300 mg/dL. 61% followed the recommended insulin adjustments to basal and sahoor doses, and to adjustment of meal timings (delay of sahoor), and fluid intake. 43% complied with eating proteins at sahoor. Baseline HbA1c 8.46 ±1.85 and decreased to 8.32 ±1.47 after the intervention process (P=0.004). Conclusion: Diabetes virtual education was well received and improved glycemic control and self-care among patients with T1DM during Ramadan fasting. Disclosure G. S. Khogeer: None. R. Alamoudi: None. M. N. Alotibi: None.

Abstract PS9-65: Effect of virtual education on the knowledge, competence, and performance of oncology pharmacists attending a national symposium

Abstract Background:We evaluated the effect of this virtual education on knowledge, competence, and performance in oncology pharmacists who participated in a virtual symposium held during the Hematology/Oncology Pharmacy Association Annual Conference. The educational initiative reviewed the role of ADCs in HER2-positive breast cancer, current and emerging agents, and how to incorporate these agents into practice. Methods:•Learning and knowledge was objectively assessed by analyzing pre- and post-test results during the educational activity. Competence was assessed via post-activity evaluation where participants were asked to identify changes they intended to make in practice and any anticipated barriers that would hinder them from making changes.•Follow-up assessments were sent to participants 4-6 weeks after the live activity to determine retention of knowledge. Case study assessment questions were utilized to see if participants translated knowledge into practice. The follow-up assessments also inquired about changes made and actual barriers experienced in practice.•Statistical testing between pre- and post-tests and from pre-test to follow-up were conducted via chi square analysis with a priori significance set at 0.05. Results:•Improved knowledge was observed in several specific topic areas from pre- to post-test (P&amp;lt;0.05) and from pre-test to follow-up (P=NS).•Learning, Knowledge, and Performanceo Therapy Selection based on National Guidelines 1st line (50% pre-activity vs. 93% post-activity vs. 75% follow-up)o Therapy Selection based on National Guidelines 2nd line (58% pre-activity vs. 86% post-activity vs. 75% follow-up)oToxicity Prevention and Management (53% pre-activity vs. 100% post-activity vs. 75% follow-up)• Competence and PerformanceoThe top intended practice changes were the same at follow-up as they were immediately following the activity. The percentage of those who intended to make changes compared to those actually made changes were also fairly similar.· Collaborate with others in the oncology care team to ensure appropriate and successful use of ADCs 60% à 50%· Share knowledge obtained with colleagues 53% à 50%· Incorporate the latest clinical guidelines for HER2+ breast cancer into practice 53% à 50%oMost barriers participants listed were experienced less often than anticipated. Notably, 40% of participants listed “formulary/insurance” as an anticipated barrier, but 0% reported facing this at follow-up. “Staying current with evolving clinical guidelines” was a barrier that nearly doubled at follow-up (53% to 100%). Specific changes from activity to follow-up are below.· Staying current with evolving clinical guidelines 53% à 100%· Lack of colleague knowledge about the latest safety/efficacy data 40% à 25%· Lack of time/staff to monitor/follow-up with patients about ADC toxicity 12% à25%· Lack of patient/caregiver recognizing and communicating toxicities 26% à 25%· Formulary/insurance 40% à 0%Conclusions: A virtual method of education was found to have a positive impact on knowledge and performance in oncology pharmacists, as evidenced by the improved scores in pre- and post-test polling, that was sustained at follow-up. The top changes actually made by participants of this activity involved collaborating with members of the oncology care team and to share knowledge obtained with their colleagues. However, the most frequently cited anticipated barrier in practice was “staying current with rapidly evolving guidelines”, which was actually experienced in practice by 100% of participants at follow-up. This demonstrates the ongoing need for additional education on this topic. Citation Format: Vanessa Carranza, Joan B Fowler, Susan H Gitzinger, Bryan C Taylor. Effect of virtual education on the knowledge, competence, and performance of oncology pharmacists attending a national symposium [abstract]. In: Proceedings of the 2020 San Antonio Breast Cancer Virtual Symposium; 2020 Dec 8-11; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2021;81(4 Suppl):Abstract nr PS9-65.

Assessing the effect of virtual education on information literacy competency for evidence-based practice among the undergraduate nursing students

BackgroundInformation literacy competency is one of the requirements to implement Evidence-Based Practice (EBP) in nursing. It is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. Given the scarcity of the studies on the effectiveness of virtual education in nursing, particularly in Iran, and the positive university atmosphere regarding the use of virtual education, this study investigated the effect of virtual education on the undergraduate nursing students’ information literacy competency for EBP.MethodsThis interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned to the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of six modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education.ResultsThe results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved dimensions of information seeking skills (t = 3.14, p = 0.002) and knowledge about search operators (t = 39.84, p = 0.001) in the intervention groups compared with the control group. The virtual education did not have any significant effect on the use of different information resources and development of search strategy with assessing the frequency of selecting the most appropriate search statement in the intervention group.ConclusionVirtual education had a significant effect on information seeking skills and knowledge about search operators in nursing students. Nurse educators can benefit from our experiences in designing this method for the use of virtual education programs in nursing schools. Given the lack of effectiveness of this program in using different information resources and development of search strategy, nurse educators are recommended to train information literacy for EBP by integrating several approaches such as virtual (online and offline) and face-to-face education.

The Virtual Education during the COVID-19 Pandemic Era (Empirical Evidence on Student’s Online Experience)

This paper aimed to shad the light on the student’s online experience during the COVID-19 pandemic. The coercitif of current situation by the unexpected circumstances caused by COVID-19 has led the universities around the globe to come up with an urgent solution and ideas to overcome those effected aspects of teaching and learning. Many universities have been compelled to close their doors and focus their efforts on online learning. Many universities has been forced to shut down the entire university and shifted onto online educational activities. The study targeted universities students in different university in Bahrain. To fulfill the study’s objectives, quantitative method was applied in this study. The major instrument for the study was a questionnaire, which was utilized to obtain the desired sample size. The study used Smart PLS to analyze the gathered data. The study findings reported that students’ online experience on virtual education during the COVID-19 pandemic era seems to be different from physical learning; the majority of them believe that learning is better in physical classrooms than through online education. More engagements from the relevant authorities by put in place more legislation and strict regulations in order to ensure the process and the effectiveness of virtual education.

The Effect of Virtual Education on Midwifery Students' Knowledge of Child Sexual Training.

Background:Midwives, as the first family trainers, play a significant role in the proper formation of children's sexual identity. Virtual education allows flexible learning for an unlimited number of students. This study aims to examine the influence of virtual education on midwifery students' knowledge of child sexual training.Materials and Methods:This study was conducted as a clinical trial from March 2015 to March 2016, on 75 midwifery students studying in two state universities in Tehran, Iran. By flipping a coin, universities were randomly divided into intervention and control groups. Through census sampling, all students of one university were recruited as the intervention group (40 students) and those of the other university were recruited as the control group (35 students). The education offered to the intervention group included eight 1-h virtual education sessions consisting of PowerPoint, audio and video files. Both groups' knowledge was assessed before and 3 months after the completion of the course. A researcher-made questionnaire was used to measure students' knowledge based on certain scenarios. T-pair and t-test (p < 0.05) were used for within-group and between-group analyses, respectively.Results:The mean score difference of sexual knowledge before and after education was 17.60 and 1.59 in the intervention and control groups, respectively; an independent t-test showed a significantly higher level in the intervention group (t73 = 6.86, p = 0.001).Conclusions:When in-class learning in the field of child sex training is not feasible for various constraints, virtual education can be used as a feasible and effective method.

The Effect of Virtual Education on Neonatal Nurses’ Caring Ability at the Neonatal Intensive Care Unit

The Effect of Virtual Education on Neonatal Nurses’ Caring Ability at the Neonatal Intensive Care Unit