Hybrid Online Research Articles

Relationships Between Remote Learning Modalities and Nursing Students' Perceptions of Their Sleep Quality During the COVID-19 Pandemic.

The relationship between learning modalities and nursing students' sleep quality during the coronavirus disease (COVID-19) pandemic is unknown. This study examined the relationships between remote learning and the sleep quality of nursing students during the COVID-19 pandemic. Using a cross-sectional descriptive design, 890 nursing students were surveyed online to identify sleeping habits and learning modalities. There were no significant correlations between remote learning hours, self-reported sleep hours, and sleep quality. The asynchronous-only group reported better sleep quality than the in-person and online hybrid group after controlling for health conditions and grade point average. Students who reported that remote learning had impacted their sleep had poorer sleep quality. This study provides insight into how different learning modalities impact nursing students' sleep quality during the pandemic.

How a peripheral ideology becomes mainstream: Strategic performance, audience reaction, and news media amplification in the case of QAnon Twitter accounts

Social media platforms have been used by various actors to bypass traditional media gatekeepers to share messages, draw attention, and accumulate influence. We study how actors from peripheral groups gain influence on social media and how their social media behaviors evolve over time. Integrating online strategic performance and hybrid media literature, we hypothesize that peripheral groups perform group identities to spur social media audience reaction and news media amplification, to which they further adapt their performance. By analyzing 242 QAnon Twitter accounts using topic modeling and time series modeling, we find that their in-group solidarity and out-group animosity tweets boost retweets, but not followers; increased retweets and followers drive news media amplification largely undertaken by right-wing outlets and motivate future performance of group identity, particularly of out-group animosity. The implications of social media and news media for the growth of peripheral actors and ideologies are discussed.

Online Learning as an Alternative Learning Modality in Ecuador’s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis

The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly.

Space that was safe to explore and learn: Stretching the affordances for networked professional learning in creativity for educators

What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive. Implications for practice or policy: Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities. Professional development developers should focus on instructional routines to help teachers build confidence in their skill building. Professional development developers should consider the creative engagement framework as a guide for the design of teacher training. Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.

Translating and Validating the Community of Inquiry Survey Instrument in Brazil

Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of online education and hybrid education, including MOOCs. This study aimed to translate and validate the Community of Inquiry Survey instrument (Arbaugh et al., 2008) into Brazilian Portuguese, and used a two-stage methodological design for translating and validating a questionnaire. In the first stage, we carried out translation, back-translation, and cross-cultural adaptation. We translated the 34 items while maintaining the survey’s original format. In the expert evaluation phase, all items were considered understandable and essential for inclusion in the Brazilian Portuguese version of the CoI instrument. In the second stage, a prospective cross-sectional study was conducted to validate the questionnaire, and data was collected from participants completing the Nursing Assessment MOOC available on the Lúmina platform. A total of 690 responses were gathered. The resulting instrument produced excellent results, and the three presences achieved high reliability indexes, clearly indicating their adequacy. Furthermore, this study proved the validation of the CoI instrument, maintaining the three-factor structure previously reported in the literature corresponding to the three presences: teaching, social, and cognitive presence. We recommend further studies to evaluate the need for excluding or altering cognitive presence items.

Curriculum Reform of The Internet of Things Application System Based on Online and Offline Hybrid Mode

According to the characteristics of the Internet of Things application system course, this paper proposes a mixed online and offline teaching mode, the main content includes the characteristics of online and offline mixed teaching mode, online and offline mixed teaching mode online resource construction and the construction of online and offline mixed teaching mode. The construction and implementation of this teaching mode closely integrate offline teaching with online learning, which can dynamically adjust the teaching process and highlight the autonomy and subjectivity of students' learning.

Comparative study of online learning and hybrid learning based on students’ habits of mind after COVID-19 pandemic

The purpose of this study was to evaluate mathematics learning through online learning and hybrid learning which were reviewed based on the Habits of Mind (HoM) owned by 70 samples as the prospective mathematics teachers from a university in West Java, Indonesia. The research data was obtained from a questionnaire containing 26 statements referring to the HoM indicators. It was measured using a Likert scale and then analysed using the Mann Whitney-U test to see if there were differences in the achievement of HoM from the two sample groups that received the online learning and the hybrid learning method. The results showed that there was no difference in the achievement of HoM in the two groups with the average score still below the ideal score of each measured indicator. Based on these findings, the implementation of online learning and hybrid learning methods pay more attention to affective abilities so that the achievement of prospective mathematics teachers’ HoM in mathematics learning after the COVID-19 pandemic can be maximized.

Exploring Hybrid Course Design in Promoting Active Engagement in extended curriculum and mainstream contexts

The current COVID 19 pandemic has propelled evidently all courses in Universities to be taught using online technologies within a hybrid mode. There has been a cry from the academic environment on how to make student responsive and engaged in a very lonely online environment as opposed to face-to-face classrooms that are seen as engaging and responsive. This study seeks to investigate in both extended curriculum programme and mainstream programmes how hybrid courses are designed such that they can promote active engagements. This is of interest in these programmes because of the approach to curriculum design in extended curriculum programmes versus mainstream programmes. The research design is that of an interpretative paradigm within case study design using a qualitative research approach. The sample for the study is made up of three faculties extended curriculum programmes and mainstream courses in a traditional University in South Africa. The main reason behind selecting three faculties with extended curriculum and mainstream is to understand the difference in how engagements are designed in the hybrid models in extended curriculum versus mainstream. This is to further enhance hybrid engagement between these two programmes. In each of these three faculties, two courses were selected because of their engagement in online learning and hybrid learning initiatives, making a total number of six courses. Activity Theory was used to analyse the hybrid/blended learning environments and focus group interviews were analysed to identify conditions, which enable and constrain engagement in these hybrid environments. The study concludes that it is imperative that academic development supports and enhances the development and agency of academics in creating active and engaging hybrid or online environments in both extended curriculum and mainstream programmes.

Koopman operator-based driver-vehicle dynamic model for shared control systems

Driver-automation shared control has recently proven to be a promising technical scheme to enhance the safety of vehicles, but desire to improve the user acceptance of the shared control systems requires a high-fidelity driver-vehicle dynamic model for characterizing the closed-loop driver-vehicle interaction. In this paper, an emergent pure data-driven modelling approach, i.e., the Koopman operator, is adopted to capture the intrinsic characteristics of the driver-vehicle system dynamics and yield an explicit control-oriented driver-vehicle model in an infinite-dimensional space. Moreover, an online hybrid delay-embedded extended dynamic mode decomposition algorithm is proposed to improve the finite-dimensional approximation accuracy of the Koopman operator. The resulting driver-vehicle model has a simple linear structure which facilitates further shared controller design. Driver-in-the-loop experiments on a driving simulator are conducted to collect driving data for the identification and verification of the proposed modelling approach, and the effectiveness and superiority are demonstrated by experimental results. In particular, it is found that an online updating mechanism for the Koopman model is of great importance to capture the driver’s adaptive behaviour in the course of driver-automation interaction.

An online hybrid estimation method for core temperature of Lithium-ion battery with model noise compensation

Temperature monitoring plays an important role in developing advanced battery management systems, ensuring safety, and improving cell performance. Core temperature provides more accurate indications of battery natures than surface temperature, but it cannot be measured directly. In this paper, a novel hybrid method by fusing a model-based method and a data-driven method is proposed to estimate the battery core temperature with model noise compensation. In the model-based method, an extended Kalman filter (EKF) is developed to estimate the core temperature based on an electro-thermal coupling model. The model parameters are updated with the feedback of the estimated core temperature and state of charge. In the data-driven method, a neural network is trained to characterize the battery model noises. For model noise compensation, the noise covariances of the EKF are dynamically adjusted by minimizing the estimation errors between the EKF and the neural network with particle swarm optimization. Experiments for implementing and validating the proposed method are conducted in a wide range of ambient temperatures. Compared with three existing methods, the proposed method can improve the estimation accuracy by at least 56.8% at −15 °C and 60.9% at 5 °C.

OPTIMALISASI KOMPETENSI BERBAHASA INGGRIS MELALUI PROGRAM PEMBELAJARAN BUSINESS ENGLISH BUAT SEKOLAH VOKASIONAL-ALMAKIYAH

<p><em>Vocational learning in Indonesia at the upper secondary level provides a large portion of improving English language skills. Besides being used as a compulsory subject/college in schools and universities, English lessons are studied in the context of vocational education to bridge the world of education with the needs of industry and the workforce on a national, multinational, and international scale. The high need for a competent workforce, which can be seen from the ability to speak English, presents a variety of specific subjects in line with this condition. The subject variant in question is business English or 'business English'. Referring to this condition and examining the need for vocational education, Community Service activities (ABDIMAS) are carried out with the theme 'Introduction to Business English'. ABDIMAS is held at the Almakiyah Vocational High School (SMK) in East Jakarta. ABDIMAS was carried out in response to the needs of partners who felt that the English learning materials did not meet the needs of students and graduates who were required to be absorbed in the world of work. ABDIMAS is carried out through three sessions of a hybrid online and offline enrichment program for students. Each session is taught about what aspects are included in business English and linguistic aspects commonly used in business and work contexts. This activity is oriented towards increasing the knowledge and insight of the participants regarding (i) business conversations, (ii) formal and informal expressions in business communication, (iii) basics of email writing. The activity ends with an evaluation that broadly shows that the activities are carried out in line with the work context so that they do not focus on the theoretical and implementation levels.</em></p>

Based on Fuzzy Comprehensive Evaluation, the Online and Offline Hybrid Teaching Mode of Physical Education Courses is Constructed

With the continuous development of the times, the educational concept in the information age continues to advance, in order to meet the needs of the society, each school in China has reformed and piloted according to its own situation to improve the quality of teaching. The research of conventional mixed physical education teaching, from the perspective of research methods, can be divided into two orientations: qualitative and quantitative. On the other hand, from the perspective of sample size, traditional research is a small sample study, and these objective behavioral data have opened up a new perspective for the research of blended physical education teaching from the research methods and research content. In this context, this paper combines the fuzzy comprehensive evaluation method to propose fuzzy comprehensive evaluation methods for mixed physical education teaching, such as preclass preparation, in-class links, teaching content, and teaching methods and designs an online and offline hybrid teaching mode for physical education courses based on a fuzzy comprehensive evaluation to construct an evaluation system, determine its fuzzy operators, determine indicators, and evaluate them comprehensively, reasonably and accurately through experiments. The fuzzy comprehensive evaluation method is based on the fuzzy mathematics comprehensive evaluation method, which can evaluate the evaluation object from all aspects, can objectively reflect the essential characteristics of things, and the evaluation process of the mixed mode construction of physical education courses is more scientific and reasonable. The application of the fuzzy comprehensive evaluation method has effectively promoted the reform and improvement of education and provided a foundation for the continuous improvement and innovation of students’ learning and teachers’ teaching effects.

The Evaluation of The Feedback of Dentist Faculty Students on Online and Face-to-Face Education During The COVID-19 Pandemic Period

OBJECTIVE: The aim of this survey study is to evaluate the feedback of students in Gazi University Faculty of Dentistry about online education in the 2020-2021 academic year due to the pandemic and the hybrid education in the 2021-2022 academic year. MATERIAL-METHOD: The sample of the study consists of 508 undergraduate students who continue their dentistry education on a web-based basis during the COVID-19 pandemic period. A survey consisting of 14 questions, consisting of six parts. Chi-square test and Fisher Freeman Halton Exact Chi-square test were used for statistical analysis. RESULTS: It was determined that 31.5% of the students participated in the survey could not focus on the online theoretical lessons because of less communication than face-to-face lessons. It was determined that the majority (83.78%) of the 2nd and 3rd grade students who received preclinical education preferred face to face education. CONCLUSION: In this survey study, the effect of online education and hybrid education were evaluated by students. Face to face education is very effective than other education models.

Choosing Collaborative Learning Options for Preparing Innovative Entrepreneurs

This paper focuses on comparing and choosing online and face-to-face collaborative learning applications for preparing students to innovative entrepreneurship. The main research question is: What are the pluses and minuses of programs with different time frames and combinations of online and face-to-face teamwork for facilitating innovative entrepreneurship and international scaling readiness? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Estonian-Finnish business in virtual networks course, online teamwork experience of students that have participated in X-Culture global teams, intensive one semester face-to-face business development projects in the Starter programme and one-week course European and Global Horizons for Start-up Entrepreneurship in the Post-COVID World at the KEDGE Business School are compared. We analyse the pros and cons of these educational practices and give recommendations on how to customise these practices to intended learning outcomes depending on the international mobility possibilities of students. The paper explains how to align collaborative learning options to the entrepreneurial orientations of students, their readiness to launch a new venture and to international scalability potential of their innovative ideas. Limitations of intensive learning by doing programmes for team-based venture development and different ways of international student team creation for collaborative project work are explained. The recent COVID-19 crisis has expanded the need to apply online learning and hybrid learning for collaborative projects. Implications of limited international mobility of students during the pandemic on scalable business idea development are highlighted. The importance of networking knowledge for international entrepreneurship and the role of team projects for other entrepreneurs before starting students' own innovative ventures is explained. Learning in higher education should not be locked to closed e-learning platforms. Online learning can support international entrepreneurial collaboration. The paper also discusses changing trends of collaborative learning to facilitate innovation and green entrepreneurship for regenerative futures in the new normality during the COVID-19 pandemic.

Defining Different Modes of Learning: Resolving Confusion and Contention Through Consensus

There has been longstanding contention about how terms related to online and hybrid learning should be defined. In this study, we report survey findings on how administrators and faculty apply the following terms in practice: online learning, hybrid learning, hyflex learning, in-person learning, synchronous learning, and asynchronous learning. Drawing upon the literature, the research team developed survey definitions for each of these terms. The survey then asked participants to rate the extent to which they agreed with the survey definitions. A total of 987 faculty and 1,051 administrators participated in the study. Participants represented the full range of higher education institutions in the United States. The key finding from the study is that there was widespread agreement with the survey definitions, which is contrary to much of the literature that indicates confusion and contention about how online and hybrid learning terms should be defined. In light of the findings, we provide a framework for categorizing common learning modes and the variations that exist within these modes. This study provides a foundation for establishing common language and shared understandings as online and hybrid course offerings (and learning technologies, in general) continue to evolve.

A New Large Scale SVM for Classification of Imbalanced Evolving Streams

Classification from imbalanced evolving streams possesses a combined challenge of class imbalance and concept drift (CI-CD). However, the state of imbalance is dynamic, a kind of virtual concept drift. The imbalanced distributions and concept drift hinder the online learner’s performance as a combined or individual problem. A weighted hybrid online oversampling approach,”weighted online oversampling large scale support vector machine (WOOLASVM),” is proposed in this work to address this combined problem. The WOOLASVM is an SVM active learning approach with new boundary weighing strategies such as (i) dynamically oversampling the current boundary and (ii) dynamic weighing of the cost parameter of the SVM objective function. Thus at any time step, WOOLASVM maintains balanced class distributions so that the CI-CD problem does not hinder the online learner performance. Over extensive experiments on synthetic and real-world streams with the static and dynamic state of imbalance, the WOOLASVM exhibits better online classification performances than other state-of-the-art methods.

Identifying student motivations for webcam use in online courses

ABSTRACT COVID-19 led college and university faculty to quickly shift courses online. With this shift came concerns regarding educational quality; thus, many faculty opted or were encouraged to offer synchronous and/or hybrid online courses in Fall 2020 and Spring 2021. This led faculty to consider relying on webcams to engage students. Anecdotal and scholarly perspectives overwhelming called for faculty to not require webcams in synchronous and/or hybrid online classes due to student privacy concerns, stress/anxiety, lack of technological access, overlapping family responsibilities, and poor internet connections. However, faculty were left with a tough choice to require or not require webcams, as webcams are a primary means to engage students in online synchronous and/or hybrid courses. Thus, this study examined students’ motivations behind turning on or off webcams during online synchronous and/or hybrid courses via the lens of self-determination theory (SDT). Data were collected via an online open-ended survey where participants reported their webcam usage and motivations during a recent synchronous and/or hybrid online course. Results indicated students were most motivated by needs for autonomy and relatedness but less motivated by needs for competence and extrinsic motivators in choosing to use webcams.

Exploring Strategies for Quality Assurance in Online-Offline Hybrid Teaching under the Background of Smart Cities

The development of smart city construction and IT education and training are closely related and promote each other. The construction of a smart city is based on the application of information technology and IT education, and training is an important part of the construction of a smart city. Effective teaching needs the support of appropriate and scientific teaching strategies. Compared with the traditional offline classroom, the spatio-temporal structure of online and online hybrid teaching is significantly different. Therefore, we aim to explore the reform of our teaching and take online teaching as an example. Starting from the essence of online and offline blended teaching, this paper clarifies the differences between online and offline blended teaching and traditional course teaching and online network teaching, puts forward feasible strategies for the main problems existing in blended teaching, and provides new ideas for the implementation of online and offline blended teaching.

Hybrid online–offline learning to rank using simulated annealing strategy based on dependent click model

Hybrid online–offline learning to rank using simulated annealing strategy based on dependent click model

Health literacy training program for community healthcare providers using hybrid online team-based learning in Taiwan

BackgroundHealth literacy (HL) has proven to be a determining factor influencing the health of individuals. Community health providers (CHPs) work on the front line of improving public HL. Increasing their understanding of HL and their ability to incorporate HL into healthcare can reduce obstacles in healthcare services. This study evaluated the effectiveness of an HL training program for CHP by using the hybrid online team-based learning (TBL) model.MethodsA quasi-experimental study and focused group interviews were conducted. We developed a six weeks HL online course for CHPs. The program included teaching videos for pre-class preparation, a 90-min online TBL model, and a case discussion in the last two weeks. Team application activities were designed for each class to enhance knowledge application. A total of 81 CHPs from 20 public health centers took the course and provided complete data for analysis. Learning effectiveness was evaluated based on the familiarity, attitude, and confidence in implementing HL practices, course satisfaction, and participants’ learning experiences.ResultsThe comparison showed that the participants’ familiarity with HL (4.29 ± 1.76 vs 6.92 ± 1.52, p < .001), attitude (7.39 ± 1.88 vs 8.10 ± 1.44, p = .004), and confidence in implementing HL practices (6.22 ± 1.48 vs 7.61 ± 1.34, p < .001) increased after the course. The average satisfaction with the teaching strategies was 4.06 ± .53 points, the average helpfulness to practice was 4.13 ± .55 points, and the overall feedback on satisfaction with learning was 4.06 ± .58 points (the full score was 5 points). According to the learning experience of the 20 participants in the focus group discussion, the experiences of teaching strategies and the learning experiences of the HL course were summed up into two categories, seven themes, and 13 subthemes. The results showed a positive experience with the hybrid online TBL program.ConclusionThe use of hybrid online TBL model is a feasible and valid approach for the HL training of CHPs. The result can serve as a reference for the on-the-job training of various healthcare workers.