Form Of Online Education Research Articles

Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions

With the advancement of technology and the development of society, live-streamed teaching, characterized by real-time interaction between teachers and students, has emerged as a new form of online education and has rapidly evolved in practice. However, in online live-streamed teaching, there are still various issues, such as insufficient teacher–student interaction and interactive functionalities, that fail to meet learners’ needs. These issues impact the efficiency and user experience of online live-streamed teaching. Currently, scholars mostly examine these issues from the perspective of online teaching system design, paying less attention to exploring the interactive mechanisms from the point of view of user perception. Within the context of Chinese education, based on the technology acceptance model, this study investigated student personality traits, interactive motivations, and platform interactive functionalities, and the aim of this study was to explore the influencing factors and mechanisms of online live-streamed teaching interactions. A total of 281 university students participated in the survey, and the results indicated that the platform’s interactive functionalities significantly and positively predicted perceived usability and perceived ease of use. Moreover, the students’ personality traits significantly and positively predicted interaction motivations and usage attitudes. Furthermore, usage attitudes significantly and positively predicted interactive behavior. A mediation analysis revealed that perceived usability and perceived ease of use mediated the relationship between the platform’s interactive functionalities and usage attitudes. Additionally, interaction motivations mediated the relationship between the students’ personality traits and interactive behavior. We discuss the potential implications and practical significance of the current research findings. The results of this study offer viable strategies for enhancing current online educational practices, aiding educational designers in order to better organize and promote online educational interactions to elevate student engagement and advance the sustainable development of digital education.

Simulation experiment of Internet online art design teaching based on computer image segmentation and cluster algorithm.

With the continuous development of the economy, people pay more attention to spiritual needs, so the cultural industry has developed by leaps and bounds. The development of Chinese culture and art is transforming toward internationalization and industrialization, and new art forms and styles are constantly emerging. In addition, China's online education is currently in a critical period of transformation. The form of online education is comprehensively deepened, first of all in the field of basic vocational education. The second is the training of students in basic education. At present, the art design teaching courses in Chinese schools have not been fully digitized, and they are faced with the problems of outdated teaching materials, slow updating speed and high purchase cost. Based on this, this study designs an online art teaching system by introducing computer image segmentation technology. Through analysis, it can be concluded that the core algorithm of the system is superior to FCM, FCM_S1 and FCM_S2, etc., and is excellent in division entropy, coefficient and accuracy, and can fully drive the system designed in this paper. The main functional modules of the system include learning guidance, course guidance and teaching resources. Through the simulation experiment, the online art design teaching system of the Internet can fully meet the needs of many students to access through the intranet at the same time, and the external network can meet 500 concurrent users without pressure. So, the overall system has good performance. This paper introduces the computer image segmentation technology into the field of art design teaching and designs a kind of effective Internet online system.

The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA

ABSTRACT The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as ‘soft credentials’. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers.

The Concepts of Academic Dishonesty of Undergraduate Students in China in the Situation of Online Education

As an ethical requirement, honesty is the fundamental of all ethics and one of the critical contents of the core socialist values in China. An important manifestation of honesty in undergraduate students is academic honesty. As a vital link of the honest education system for college and university students, academic honesty is related to cultivating undergraduate students’ honesty and ethical quality and is an important guarantee to promote the healthy development of higher education and academic innovation. Academic honesty is also suffered unprecedented attention from all walks of life. At the beginning of 2020, affected by the sudden Covid-19, colleges and universities all over China responded to the call of the Ministry of Education of the People’s Republic of China, actively responded to, and comprehensively applied various information means. Colleges and universities started online education, carefully and wholly formulated online teaching plans, and adopted various methods and ways to carry out various forms of online education.

University Instructors’ Views on Courses Delivered Online

The health emergency is compelling us to adopt new habits, including education-related practices. Therefore, it may be worth considering targeted teaching strategies and their future development. Current research in e-learning and technology-supported teaching has recently developed in an attempt to identify possible future transformations at all levels of education.This paper focuses on tertiary-level education and describes a study on educators’ views on courses delivered via Moodle during the pandemic and on the most commonly used pedagogical models.Using a case study on methodology, the author analyses some possible forms of online education, from the most basic, to those implemented through a combination of digital activities and resources, and their application at the University of Urbino (Italy). Data were collected by means of a questionnaire administered to 231 university teachers during the first year of the pandemic.The findings suggest that there is a good basic tendency to use technology but also inevitable stress that is however combined with an underlying sense of satisfaction. The educators’ technological skills, their tools, and the advice offered by the institution appear satisfactory, while students seem to have found some basic difficulties in accessing online lessons. The most commonly used didactic practices are sharing files via Moodle, using web conferencing software and text chats during lessons. Finally, future developments are to be expected as lecturers express their willingness to continue using the same technological resources that they have found most effective during the COVID-19 emergency.

Pilot study to explore the use of mobile spaced learning as a digital learning platform when teaching symptom management to undergraduate nursing students: SPLENdidS study.

The management of patients' holistic symptom needs are often complex and challenging. The education needs of undergraduate nursing students must be optimally addressed to have a significant positive impact on patient care. Mobile spaced learning has been recognised as a form of online education which can provide a novel approach to delivering effective evidence based healthcare education to undergraduate students. The objective of this pilot study was to explore the experiences of undergraduate nursing students in a university setting, of using mobile spaced learning as a digital platform for symptom management education. This pilot study used a mixed methods approach. Online spaced learning material, which utilised both case based scenarios and multiple choice questions, was delivered to first year undergraduate nursing students over a period of 2 weeks. Participants were then invited to participate in an online survey related to the usability of mobile spaced learning. A focus group was conducted to further explore the participants' views. Findings conveyed that students viewed mobile spaced learning as an acceptable platform that enhanced both their learning and their ability to transfer knowledge into clinical practice. Implementation of a digital spaced learning intervention would be acceptable to undergraduate nursing students learning about holistic symptom management. Further research is needed to explore the feasibility of implementing this intervention within the undergraduate nursing curriculum, and also to explore the impact on long-term knowledge retention.

Credibility and Involvement of Social Media in Education-Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students.

In the context of considerations on the potential attenuation of the negative consequences of the COVID-19 pandemic with the use of credible social media in online education during a pandemic, the subject of our own research was the fulfillment of two goals. The main research goals were to identify, categorize, and evaluate the possibilities of using social media in online education during the pandemic from the perspective of selected teachers and students from secondary schools in Slovakia. The research methods of the first phase (qualitative) of the research involved brainstorming among nine secondary school teachers. The second research phase (quantitative) used a questionnaire, which was completed by 102 high school students from all over Slovakia. The collection of both quantitative and qualitative data was used in this research. The research results revealed the most representative opinions of teachers on the current and real possibilities of engaging credible social media in online education and the views of high school students on their desired use and involvement of social media in online education. The intersection of the two findings presents a picture of the possibilities of using credible social media in online education, which can help maintain students’ interest in online education during a pandemic. Based on these findings, it can be stated that the opinions identified in the research group of teachers correspond to a large extent with the desired use of social media in education from the perspective of students. In addition, however, students would welcome more opportunities to use and engage social media in today’s online education. The result of this research is an analysis of social media patterns applied to online education, which are of greater interest to students and could act as elements for reducing the negative consequences of the COVID-19 pandemic, i.e., six forms of online education and 24 educational activities that could contribute, inter alia, to mitigating the different negative effects of the pandemic among youth generation. The findings also benefit from the presentation of many specific options and recommendations for the use of social media in online education during a pandemic.

Online Course as a Form of Online Education at a University

Online Course as a Form of Online Education at a University

Fostering Autonomy and Self Determination in Online Education

University students have experienced massive disruption in the wake of COVID-19 in the form of online education. Online education has required students to be more self-regulated, and the present research is interested in determining how this self-regulated education system impacts students and whether they are able to meet their needs of experienced competence, autonomy, and relatedness? What resources aid them in getting these things? The paper begins with an exploration of Self-Determination Theory and Resilience. Resilience has long been considered a part of basic psychological need satisfaction. Self Determination Theory says that experienced competence, autonomy, and relatedness are core pieces for personal growth, social development, psychological wellbeing. Need satisfaction can help create better coping habits in times of stress. SDT has been promoted in the classroom for the last few years because of this.

An overview of maxillofacial radiology education activities during and after the COVID- 19 pandemic

Objective: To convey the applications of online education in the field of maxillofacial radiology, which is widely used in the world during the COVID- 19 pandemic, and the post-pandemic education and training models suggestions in accordance with the changing world order by compiling the research results and literature information on the subject. Method: Different educational models applied in maxillofacial radiology before and during the COVID-19 pandemic were evaluated in terms of their results and activities by looking into published articles. In the light of these data, regulations, and recommendations were developed for post-pandemic educational activities. Findings: During the COVID-19 pandemic, the disruptions in educational activities at all levels and fields all over the world were reflected in maxillofacial radiology education. However, studies show that learning with online education in this field, especially in the interpretation of radiological images and problem-based learning activities, is at least as successful as or more than traditional education models. Online education also provides feedback to lecturers and promotes active learning, considered best practices for the teaching-learning process. During the COVID-19 pandemic period, theoretical education has been tried to be continued in the form of online education, although various some studies showed that online education is insufficient in practical education. In radiological interpretation, it is one of the biggest problems to ensure students' attention and effective participation in practical terms. In addition, online teaching of radiographic techniques and applications may not be as effective as instructive teaching techniques. After the pandemic, it is predicted that returning to normal maxillofacial radiology education will be challenging in both theoretical and practical aspects and there will is be a need to change. Results: Considering the strengths and weaknesses of online education models, whose application area has increased so much during the COVID-19 pandemic. The development and implementation of new, effective education-training models suitable both for the conditions and for everyone involved in education for the post-pandemic period, emerges as a necessity. After the pandemic, it is important to evaluate the blended education model in theoretical education, to make various changes in maxillofacial radiology practical training and to re-determine the rules of hygiene, separation and education.

Re-engaging Spiritual Formation in Online Theological Education

In the recent literature on formation in online theological education, a number of thematic strands can be delineated: the apologetic, didactic, pedagogical, empirical, and geographical strands. However, apart from the early apologetic stage of the discussion theological reflection plays a minor role in the literature. In this article, I argue that theology plays a limited and superficial role in contemporary writings about formation in online theological education. Yet, spiritual formation in online theological education needs theological grounding. Given the accelerated shift to forms of online education across the world, such theological grounding is an urgent task. In this renewed theological engagement, three areas especially call for sustained attention: (1) the multi-faceted nature of spiritual formation; (2) the question of agency in spiritual formation and the consequences for the theological curriculum; and (3) engagement with theological traditions that offer ample material to guide our contemporary thinking about spiritual formation.

A Critical Appraisal of Ethical issues in E-Learning

Covid-19 pandemic left a long lasting impact on entire education sector, as an estimated 90% of educational institutions closed down in at least 188 countries in the world and offline traditional teaching came to a standstill. In such critical situation pedagogical innovations in form of online education, virtual simulators etc came to rescue to keep the students academically occupied and motivated entering into the virtual era.With advent of online education, several issues like social, infrastructural & pedagogical and psychological issues came to fore. Social divide, geographical issues, technical support and know how etc added to the gravity of situation. Educationists also pointed out that ethical issues in e-learning like academic dishonesty, plagiarism and copyright violations need to be addressed.The present work is an attempt to find out various ethical issues in online education and to make suggestions, where ever required.

Using advanced information and communication technologies to advance oncology education in Africa.

BackgroundRecent work has highlighted the tremendous potential of information and communication technologies (ICTs) in advancing global oncology education, research and care. The COVID-19 pandemic has made the development of effective approaches for online education even more crucial. Here we assessed the readiness, interest and potential models for effective implementation of ICT-powered oncology education in Africa.MethodsBuilding on previous work by the African Organisation for Research and Training in Cancer (AORTIC), a survey was conducted to assess the electronic learning (e-Learning) readiness of oncology health professionals using an online self-assessment tool. Components of e-Learning readiness assessed include access to computers, Internet, appropriate bandwidth and interest. As a practical test model, an ICT resource-intensive radiation oncology training programme was implemented via the Global Oncology University (GO-U) collaborative education platform. An analysis of results, challenges and opportunities resulting from these is discussed for advancing online oncology education in Africa.ResultsThe survey showed over 92% of health professionals have access to computers, laptops or other technology that can allow them to participate in online education. Over 45% of oncology health professionals have already participated in some form of online education. Interest in online education was over 93%. Models for effective online learning in oncology include synchronous and asynchronous short-term courses for continuous education and long-term degree and residency programmes. There was a significant increase in skills level following the collaborative radiation oncology training model used by the GO-U platform.ConclusionAfrica has the capacity to implement successful e-Learning in oncology, which is consistent with findings in previous work such as the AORTIC. Greater investment by institutions and governments is needed in terms of resources and policy changes to facilitate the implementation of effective online oncology training. Purposeful engagement of diaspora oncology health professionals with relevant cultural backgrounds as with some current collaborative efforts is highly recommended in helping turn brain drain into brain circulation.

SOSIALISASI PENCEGAHAN PENYEBARAN COVID-19 DI KABUPATEN MUNA BARAT TAHUN 2020

In Indonesia, since the first two cases of COVID-19 announced on March 2, 2020, the number of cases has continued to increase in 32 provinces. Seeing this situation, the acceleration of COVID-19 snacks must be carried out thoroughly and involve all parties including universities. This community service aims to support and strengthen the Covid-19 prevention and prevention program carried out by the Central Government and Regional Governments. This service is done in the form of online education through social media namely Facebook, WhatsApp, and Instagram. Also, to support online socialization, activities were carried out on distributing masks, installing banners, and leaflets about preventing the spread of Covid-19 and making handwashing (Westafel portable). Online socialization activities are carried out by creating a WhatsApp group as a media to disseminate information related to preventing the spread of Covid-19; mask distribution is done by delivering directly to the residents' houses to prevent the crowd; pamphlets are installed in public places such as markets, village halls, places of worship and schools; making washing places for hands in public places and places of worship; and banners in several districts of Tiworo Raya, Lawa Raya, and Kusambi Raya. With the Covid-19 Prevention socialization conducted by the UHO Thematic KKN team in West Muna, it was very helpful in raising public awareness to avoid Covid-19.

EDUKASI PENCEGAHAN PENYEBARAN COVID-19 SECARA ONLINE PADA MASYARAKAT KOTA BAUBAU

This community service aims to help the Baubau City Government improve public knowledge in preventing and fighting the Covid-19 virus. This service is done in the form of online education through social media platforms namely Facebook, WhatsApp, and Instagram. Besides, to support online socialization as a tangible form of concern for the people of the city of Baubau, the distribution of masks and hand sanitizers was carried out. The method used in this community service activity is through education using leaflets and video media about the prevention of COVID-19 transmission and the distribution of masks and hand sanitizers. Community service activities in the city of Baubau have been completed and have been socialized in the city of Baubau by conducting online socialization using leaflets and videos and providing education related to Covid-19 with the socialization activities of the Healthy Living Movement (Germas), socialization activities of the Community Movement Using Masks (Masks) Anxious), Clean and Healthy Life Behavior (PHBS) socialization activities, immunomodulatory socialization activities, socialization activities on the use of antiseptics and disinfectants, as well as activities on the distribution of fabric masks and hand sanitizers.

Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format

The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.

An Overview of Massive Open Online Course Platforms: Personalization and Semantic Web Technologies and Standards

Abstract Massive Open Online Course (MOOC) is a form of online education that provides great learning capabilities. Semantic Web technologies is an appropriate mechanism for personalization in MOOC platforms. The aim of this paper is to find out how Semantic Web is used to facilitate personalization in modern MOOC platforms. The paper describes state-of-the-art MOOC platforms from the position of personalization and Semantic Web features. We defined five personalization and five Semantic Web criteria as well as 20 MOOC platforms to review. The personalization criteria includes a personalized learning path, personalized navigation, recommendation system, personalized assessment, and personalized feedback. The Semantic Web criteria includes ontology, Resource Description Framework (RDF), Web Ontology Language (OWL), SPARQL Protocol and RDF Query Language (SPARQL), and Linked Data. The results show that most of the platforms support personalized feedback. Half of the platforms has personalized learning path tools. One third of the platforms allow personalized assessment. Three platforms recommend learning materials, and one platform allows personalized navigation. The selected platforms have poor Semantic Web technologies and standards support: three platforms use ontologies and none of the platforms supports other criteria: RDF, OWL, SPARQL, and Linked Data. Personalization tools are supported better than Semantic Web tools. Most of the platforms have no support for Semantic Web criteria. This means that currently Semantic Web is not used for personalization in the reviewed MOOC platforms.

Nursing students\u2019 knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial

BackgroundAlthough various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy.MethodsA randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate.ResultsThe findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40 ± 1.56, control: 6.46 ± 2, p < .001), and emotional attitude (intervention: 40.85 ± 8.01, control: 36.05 ± 6.87, p = .002) about CPR than the control group, but other outcomes did not differ between groups.ConclusionsIn this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students’ knowledge and attitudes regarding CPR.

Developing a digital communication training tool on information-provision in oncology: uncovering learning needs and training preferences

BackgroundAdequate information-provision forms a crucial component of optimal cancer care. However, information-provision is particularly challenging in an oncology setting. It is therefore imperative to help oncological health care practitioners (HCP) optimise their information-giving skills. New forms of online education, i.e. e-learning, enable safe and time and location independent ways of learning, enhancing access to continuous learning for HCP.As part of a user-centred approach to developing an e-learning to improve information-giving skills, this study aims to: 1) uncover the learning needs of oncological healthcare providers related to information- provision, and 2) explore their training preferences in the context of clinical practice.MethodsFocus groups and interviews were organised with oncological HCP (medical specialists and clinical nurse specialists) addressing participants’ learning needs concerning information- provision and their training preferences with respect to a new digital training tool on this issue. All sessions were audiorecorded and transcribed verbatim. Using an inductive approach, transcripts were independently coded by three researchers and discussed to reach consensus. Main themes were summarised and discussed.ResultsFour focus group sessions (total n = 13) and three interviews were conducted. The first theme concerned the patient outcomes HCP try to achieve with their information. We found HCP to mainly strive to promote patients’ understanding of information. The second theme concerned HCP reported strategies and challenges when trying to inform their patients. These entailed tailoring of information to patient characteristics, structuring of information, and dealing with patients’ emotions. Regarding HCP training preferences, an e-learning should be neatly connected to clinical practice. Moreover, participants desired a digital training to allow for feedback on their own (videotaped) information-giving skills from peers, communication experts, and/or patients; to monitor their progress and to tailored the training to individual learning needs.ConclusionsAn e-learning for improvement of information-giving skills of oncological HCP should be aimed at the transfer of skills to clinical practice, rather than at enhancing knowledge. Moreover, an e-learning is probably most effective when the facilitates individual learning needs, supports feedback on competence level and improvement, and allows input from significant others (experts, peers, or patients).

Characteristics and perception of social support by patients with fibromyalgia in Facebook

ABSTRACT BACKGROUND AND OBJECTIVES: Analyze the interactive behavior, characteristics, perception of social support, and interests of patients with fibromyalgia on online discussion groups. METHODS: A participatory netnography has been conducted for 6 months on Facebook in order to keep track of a fibromyalgia community with more than 8,000 members. An electronic survey composed by a validated social support scale was sent to the members of the group. Another online survey was applied by the group coordinator in order to build the users' profile. RESULTS: The online environment has often been indicated as the only place to get something off one's chest. Regular testimonials on social discrimination due to Fibromyalgia were recorded, coming from the family itself, from friends and even from health professionals. Patients' rights and new treatments are among the topics of greatest interest. The target group seemed to have a social echo, but it has difficulties to generate engagement among its members. Low social support was reported by most of the 444 respondents. However, many also criticized the group positively. There were 3,217 people who responded the survey applied by the coordinator: 97.5% female respondents, 86.2% were between 31 and 60 years old, 60.1% were diagnosed by a rheumatologist, 16.5% by an orthopedist, and 6.8% by a general practitioner. The five most unpleasant symptoms informed were: pain, anxiety, memory problem, irritability, and tingling. CONCLUSION: New forms of online education and social support for fibromyalgia on online groups are relevant resources to be considered in patient care programs.