Mode Of Instruction Research Articles

Disparities in Unmet Health Care Needs Among US Children During the COVID-19 Pandemic.

The COVID-19 pandemic disrupted pediatric health care in the United States, and this disruption layered on existing barriers to health care. We sought to characterize disparities in unmet pediatric health care needs during this period. We analyzed data from Wave 1 (October through November 2020) and Wave 2 (March through May 2021) of the COVID Experiences Survey, a national longitudinal survey delivered online or via telephone to parents of children aged 5 through 12 years using a probability-based sample representative of the US household population. We examined 3 indicators of unmet pediatric health care needs as outcomes: forgone care and forgone well-child visits during fall 2020 through spring 2021, and no well-child visit in the past year as of spring 2021. Multivariate models examined relationships of child-, parent-, household-, and county-level characteristics with these indicators, adjusting for child's age, sex, and race/ethnicity. On the basis of parent report, 16.3% of children aged 5 through 12 years had forgone care, 10.9% had forgone well-child visits, and 30.1% had no well-child visit in the past year. Adjusted analyses identified disparities in indicators of pediatric health care access by characteristics at the level of the child (eg, race/ethnicity, existing health conditions, mode of school instruction), parent (eg, childcare challenges), household (eg, income), and county (eg, urban-rural classification, availability of primary care physicians). Both child and parent experiences of racism were also associated with specific indicators of unmet health care needs. Our findings highlight the need for continued research examining unmet health care needs and for continued efforts to optimize the clinical experience to be culturally inclusive.

The Impact of E-learning on Basketball Sport Education: A Comparative Study of Undergraduate Student in Shangrao Normal University

A shift toward e-learning as an alternate mode of instruction has resulted from the quick evolution of educational approaches in reaction to the Covid-19 pandemic. This research looks at how online education has affected basketball coaching and instruction for college-level students in Jiangxi, China, both before and after the SARS outbreak. This quantitative study investigates the relationship between students' adaptability to e-learning and factors such as delivery style, course material adaption, technological access, and student involvement. There are five different questions that are investigated in this study, ranging from the impact of e-learning on students' adaptability to the function of academic achievement as a mediator. The researchers will use a questionnaire to gather information from 250 college students in Jiangxi, split into two groups: those who have had experience with online education and those who have not. The results are expected to shed light on the efficacy of e-learning in the context of sports education, providing teachers, policymakers, and institutions with insights on how to best engage and motivate students in the wake of a global pandemic.

Reviewing online learning effectiveness during the COVID-19 pandemic: A global perspective

The COVID-19 pandemic has brought about unprecedented challenges to education systems worldwide, forcing a rapid shift towards online learning as a primary mode of instruction. This Review reviews the effectiveness of online learning during the pandemic from a global perspective. The study considers various factors influencing the success or challenges faced by students, educators, and institutions in transitioning to digital platforms. One key aspect under scrutiny is the technological readiness of educational institutions across different countries. Disparities in infrastructure, access to devices, and internet connectivity have played a pivotal role in shaping the online learning experience. The study investigates how these disparities have impacted the effectiveness of online education, highlighting the importance of addressing digital divides for equitable learning opportunities. Furthermore, the Review explores the role of pedagogical strategies employed in online education. With the abrupt shift to virtual classrooms, educators had to adapt their teaching methods to suit the digital environment. The review assesses the effectiveness of various instructional approaches, considering factors such as student engagement, motivation, and the ability to cater to diverse learning styles. The socio-economic implications of online learning are also examined, as the pandemic has heightened existing inequalities. The study investigates how economic disparities have influenced access to education, examining the challenges faced by vulnerable populations. It also explores potential solutions and policy implications to bridge the gap and promote inclusivity in online education. The Review delves into the psychological impact of online learning on students and educators. Isolation, screen fatigue, and the absence of face-to-face interaction have posed mental health challenges. The review considers the measures taken by educational institutions to address these concerns and enhance the overall well-being of the academic community. In conclusion, this Review provides a comprehensive overview of the global experience with online learning during the COVID-19 pandemic. By analyzing technological, pedagogical, socio-economic, and psychological dimensions, it aims to contribute valuable insights for improving the effectiveness of online education in future scenarios of crisis or as a complementary mode of learning.

Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality?

<p dir="ltr"><span> This research aims to analyze the impact of the 6E-Instructional Model Integrated Augmented Reality in improving students' 3D geometric representation abilities. A type of quasi-experimental design, one group pretest-posttest, is used for objective research of answers. The subjects of this research were 8th-grade students at a private school in Indramayu Regency, Indonesia, totaling 288 students divided into eight classes. Based on this number, one class of class VIII B was selected as the research sample. Furthermore, the research instrument uses a geometric representation ability test. In addition, the data obtained from the test results were analyzed using the paired sample t-test. The research concluded that AR technology can be integrated into constructivist learning, including 6E Instructional Mode. Furthermore, based on the paired sample t-test, it was concluded that using 6E-IM integrated AR increased the 3D geometric representation abilities of class VIII students in one of the private schools in the Indramayu Regency. Therefore, this research provides a foundation for advanced learning in mathematics, especially regarding integrated technology and learning models.</span></p><div><span><br /></span></div>

Learning Styles and Academic Achievement of Distance e-Learning University Mathematics Students: A Case of a University in Zimbabwe

This article reports on a study to determine whether there was a relationship between the learning styles and academic performance of university mathematics students learning through distance e-learning. 26 students studying for a Bachelor of Science degree in Mathematics and Statistics at a university in Zimbabwe participated in the study. The study revealed a statistically significant relationship between the students’ learning styles and academic performance. The researcher recommended that the methods used in instructing distance learners should be designed and structured to accommodate all students despite their different learning styles. The learning content should be provided in multiple formats, allowing students to share and discuss concepts. The researcher also recommended an intentional mismatch between the mode of instruction and the students’ learning styles. The mismatch helps to make the students versatile. Online workshops and seminars on using e-learning methods were also recommended to equip the students with study skills that suit their learning styles

The impact of the COVID-19 pandemic on physiology education in medical schools: an analysis of student perspectives

Human physiology plays a pivotal role in medical education, intertwining with various medical disciplines. The COVID-19 pandemic has presented pedagogical challenges, necessitating the abrupt implementation of remote instruction. This research aims to scrutinize the pandemic's impact on the teaching of human physiology in medical programs in Mossoró/RN, as perceived by students. A remote inquiry was conducted through online surveys, adhering to methodologies for qualitative and quantitative data collection and analysis. The 50 participants reported a substantial shift in instructional modalities, emphasizing the prevalence of didactic lectures and case discussions during the pandemic period. Despite the flexibility afforded by remote learning, some students encountered technological hurdles and a dearth of face-to-face interaction. The investigation delineates the exigencies and prospects of remote physiology instruction amidst the pandemic. While conferring access to technological resources, it is imperative to strike a balance with practical engagements and safeguarding students' well-being. Such a comprehensive approach is indispensable for upholding the caliber of medical education and cultivating physicians equipped to confront healthcare exigencies.

Sentiment Analysis of Students’ Feedback on Faculty Online Teaching Performance Using Machine Learning Techniques

The pandemic has given rise to challenges across different sectors, particularly in educational institutions. The mode of instruction has shifted from in-person to flexible learning, leading to increased stress and concerns for key stakeholders such as teachers, parents, and students. The ongoing spread of diseases has made in-person classes unfeasible. Even if limited face to face classes will be allowed, online teaching is deemed to remain a practice to support instructional delivery to students. Therefore, it is essential to understand the challenges and issues encountered in online teaching, particularly from the perspective of students. This knowledge is crucial for supervisors and administrators, as it provides insights to aid in planning intervention measures. These interventions can support teachers in enhancing their online teaching performance for the benefit of their students. A process that can be applied to achieve this goal is sentiment analysis. In the field of education, one of the applications of sentiment analysis is in the evaluation of faculty teaching performance. It has been a practice in educational institutions to periodically assess their teachers’ performance. However, it has not been easy to take into account the students’ comments due to the lack of methods for automated text analytics. In line with this, techniques in sentiment analysis are presented in this study. Base models such as Naïve Bayes, Support Vector Machines, Logistic Regression, and Random Forest were explored in experiments and compared to a combination of the four called ensemble. Outcomes indicate that the ensemble of the four outperformed the base models. The utilization of Ngram vectorization in conjunction with ensemble techniques resulted in the highest F1 score compared to Count and TF-IDF methods. Additionally, this approach achieved the highest Cohen’s Kappa and Matthews Correlation Coefficient (MCC), along with the lowest Cross-entropy, signifying its preference as the model of choice for sentiment classification. When applied in conjunction with an ensemble, Count vectorization yielded the highest Cohen’s Kappa and Matthews Correlation Coefficient (MCC) and the lowest Cross-entropy loss in topic classification. Visualization techniques revealed that 65.4% of student responses were positively classified, while 25.5% were negatively classified. Meanwhile, predictions indicated that 47% of student responses were related to instructional design/delivery, 45.3% described the personality/behavior of teachers, 3.4% focused on the use of technology, 2.9% on content, and 1.5% on student assessment.

Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality

This study examines stress, mental health, and well-being in K-12 teachers during the COVID-19 pandemic Fall 2020 school restart and assesses differences in mental health and well-being by mode of instruction: online, in-person, or a hybrid. K-12 teachers (n = 5856) across three states completed an online survey with questions pertaining to teacher’s experiences surrounding COVID during the Fall 2020 school restart. Using OLS regression, we found that teachers who engaged in dual modalities (both online and in-person and online and in the school building on a regular basis) reported greater levels of perceived stress, anxiety and depression, and lower levels of well-being than those who engaged in “single” modalities (online but not in the building and in-person). This study highlights the additional demands and challenges of balancing two modes of instruction during the pandemic and the toll it took on teacher’s mental health and well-being. Impact Statement Teachers commonly report high levels of occupational stress, and the challenges and demands that resulted from the COVID-19 pandemic have only increased. Results from this study found that teachers who juggle both in-person and online instruction had significantly higher levels of stress, greater levels of depression and anxiety symptoms, and worse psychological well-being than teachers who taught only in-person or online. Examining factors that contribute to high levels of stress and mental health challenges in teachers is necessary for creating school contexts that foster both teachers’ and students’ health and well-being as well as academic performance. The development of robust support systems designed to reduce teacher stress and workload will be of paramount importance to combat teacher burnout and attrition in the face of continuing and future challenges.

Prenatal Breastfeeding Counseling Intervention in Women with Pre-Gestational Diabetes Mellitus—A Randomized Controlled Trial

Background: Data on breastfeeding rates and targeted interventions in women with pre-gestational diabetes mellitus are inconclusive. The aim of the study was to evaluate breastfeeding rates up to one year postpartum and whether targeted counseling towards the end of pregnancy can impact breastfeeding rates and duration. An additional goal was to evaluate whether counseling affected women’s perceptions regarding breastfeeding. Methods: Women with pre-gestational diabetes mellitus were cluster-randomized between 32 and 36 weeks of gestation, either to face-to-face instruction with a certified lactation consultant or to receive written information on breastfeeding. Thirty-eight women without diabetes served as controls and were given written information on breastfeeding. All women filled out a questionnaire regarding intended breastfeeding duration, exclusivity, and perceptions, before intervention and at three, six, and twelve months post-partum. Results: Fifty-two women with pre-gestational diabetes mellitus consented to participate. All completed the questionnaires, 26 in each group. At three, six, and twelve months postpartum, rates of any breastfeeding were around 60%, 50%, and 30%, respectively. Approximately one-third breastfed exclusively in each group at three and six months. No significant difference in breastfeeding rates was noted between face-to-face instruction, written information, and controls. End-of-pregnancy counseling improved confidence in breastfeeding knowledge and confidence in being able to manage blood glucose. Conclusions: Breastfeeding rates in pre-gestational diabetes mellitus were comparable to those of women without diabetes and were unchanged by mode of instruction at the end of pregnancy. However, targeted diabetes-oriented breastfeeding instruction at the end of pregnancy improved knowledge and confidence among women with pre-gestational diabetes mellitus.

Research on Network Teaching Collaboration Platform Using Flipped Classroom Teaching Mode

The quick development of intelligent information technology in modern society has accelerated education informatisation. Accordingly, the traditional modes of instruction and methods of instruction are no longer able to satisfy the educational needs of modern society, so the flipped classroom teaching method emerges at the historic moment. While injecting fresh vitality into education, this model can also reflect good teaching effects, which is of enormous practical relevance to the development of education. Additionally, flipped classroom teaching is made possible by the online teaching resources offered by colleges and institutions. In view of the unreasonable distribution of curriculum resources in the current university network teaching platform, this study proposes a university network platform combining flipped classroom teaching mode and improved Apriori algorithm. First of all, to achieve the acceptable allocation and suggestion of learning materials in accordance with students’ learning demands, the Apriori algorithm is introduced to address the university network teaching platform’s lack of adequate planning and organisation. After that, the flipped classroom teaching mode is introduced into the online teaching platform for empirical research. According to the trial findings, more than 90.22 % of the students had improved their study habits. The network teaching platform proposed by the research institute can stimulate college students’ learning interest and improve their learning ability to a certain extent.

The advantage of videos over text to boost adolescents' lateral reading in a digital workshop

ABSTRACT Today, fostering media and information literacy (MIL) among citizens is essential for preserving democracy. The effectiveness of scalable interventions, particularly those employing lateral reading, a fact-checking heuristic, is well recognised. Our digital workshop, designed to model lateral reading from a user's perspective, has proven beneficial in educational settings and has garnered expert endorsement. Addressing recent scholarly calls to understand the underlying mechanisms of successful MIL interventions, our study is anchored in Cognitive Load Theory. We examine how different instructional modalities in our workshop influence engagement with lateral reading and how effectively it is executed. The study separates implicit text feedback and hands-on video instructions, previously combined, in a full-factorial design using a parallel-group RCT. We analysed the responses of 178 upper-secondary students in the online workshop and conducted a detailed video analysis of 30 students participating in a controlled environment at their schools. Our findings reveal that hands-on video instructions notably enhance both the engagement and effectiveness of the lateral reading heuristic. This study underscores the significance of a human-computer interaction perspective in designing more impactful media and information literacy interventions.

Testing reliability and validity of practitioner-rated parental sensitivity: A novel tool for practice.

Improving parental sensitivity is an important objective of interventions to support families. This study examined reliability and validity of parental sensitivity ratings using a novel package of an e-learning tool and an interactive decision tree provided through a mobile application, called the OK! package. Independent raters assessed parental sensitivity using the OK! package (N=11 raters) and the NICHD Parental Sensitivity rating scales (N=22 raters) on the basis of videotaped mother-child interactions at 10- or 12-months-old (N=294) and at 24-months-old (N=204) from the Dutch longitudinal cohort study Generation2 . Mothers reported on children's externalizing and internalizing problems and social competence when children were 4 and 7years old. Results showed excellent single interrater reliability for raters using the OK! package (mean ICC=.79), and strong evidence for convergent validity at 10- or 12-month-old (r=.57) and 24-month-old (r=.65). Prospective associations of neither parental sensitivity rated using the OK! package or the NICHD Parental Sensitivity rating scales with child developmental outcomes were statistically significant (p>.05), with overlapping 95% confidence intervals for both measures. The OK! package provides a promising direction for testing alternatives to current training and instruction modalities.

Lecturers’ Online Instructional Experiences during Post-COVID-19 in Selected Universities in Uasin Gishu County, Kenya: A Phenomenological Inquiry

Most public and private schools suffered unprecedented challenges during COVID-19 pandemic. The pandemic was caused by an outbreak of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2). It disrupted contact among people and more so delivery of education. The experience exposed a serious lack of preparedness and crisis in delivery of learning, forcing schools to adopt online modes of instruction. It became clear that most lecturers were not prepared for online education. Therefore, there is need to look critically into the experiences of university lecturers during and after this period so as to inform policy in education. This study was carried out to reflect on this phenomenon with a view to drawing valuable lessons from the lecturers who taught online at the time of the pandemic. The specific objectives of the study were: to undertake a reflection on how COVID-19 influenced lecturers’ mode of instruction; to establish the attitudes of lecturers towards online instruction as new normal, and to explore lecturers’ experiences of disruption by COVID-19. The study used a qualitative approach called Hermeneutic phenomenology, an interpretative method that puts together several activities in its data analysis. To begin with, a narrative design was used to generate primary data. Here, data was collected using face-to-face interviews with 20 lecturers from 3 selected universities in Uasin Gishu County, Kenya. Participants were asked to read and comment on the items of interview to ensure everything was clear. The process of data collection took place from February and March 2023. All interviews took not more than 30 minutes. The findings were coded by experts in qualitative research and themes identified. Narrative description has been employed to present the findings.

Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic

The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices.

Students’ Perceptions towards Online Learning in the Upper East Region

Online learning has become the most dominant mode of instruction adopted by facilitators due to the outbreak of Covid-19 pandemic. Instructors adopted this mode of instruction in order to engage students in academic activities while they stay in their comfort zones. This study therefore investigated students’ perceptions towards online learning. Two research questions were formulated to guide the study. Purposive sampling technique was adopted in sampling participants for the study. Data was analysed using inferential statistics (ANOVA) and descriptive statistics (mean, standard deviation and percentage). The interview data was also analysed using thematic analysis. The finding from the study proved that online learning has several benefits and challenges. The findings from the study proved that online learning helps students to learn at their own pace and also share information among each other and facilitators easily. It was also found that online learning saves money and students time since they do not need to travel to the study centers. The study also proved that poor internet connectivity is a serious challenge of online learning. Lack of computer skills and ICT logistics also affect student’s participation in online learning. There was statistically significant difference between the mean perceptions of students on benefits and challenges of online learning. Based on the findings of the study, it was recommended that Ghana Education Service should provide students with laptops, android phones and tablets to enhance their effective participation in online learning. It was also recommended that tertiary institutions offering online courses should organize seminars for students on online learning and also provide students with internet bundles to help them participate effectively in online learning.

Inadequacies in Undergraduate Musculoskeletal Education-A Survey of Nationally Accredited Allopathic Medical Programs in Canada.

The aim of the study is to document the current state of musculoskeletal (MSK) medicine education across nationally accredited undergraduate medical programs. A cross-sectional survey design was used to gather curricular data on the following three musculoskeletal themes: (1) anatomy education, (2) preclinical education, and (3) clerkship education. The survey had a 100% response rate with all 14 English-language medical schools in Canada responding. The mean time spent teaching musculoskeletal anatomy was 29.8 hrs (SD ± 13.7, range = 12-60), with all but one program using some form of cadaveric-based instruction. Musculoskeletal preclinical curricula averaged 58.0 hrs (SD ± 53.4, range = 6-204), with didactic lectures, case-based learning, and small group tutorials being the most common modes of instruction. Curricular content varied greatly, with only 25% of "core or must-know" musculoskeletal topics being covered in detail by all programs. Musculoskeletal training in clerkship was required by only 50% of programs, most commonly being 2 wks in duration. Results document the large variability and curricular inadequacies that exist in musculoskeletal education across nationally accredited allopathic programs and highlight the need for the identification and implementation of more consistent musculoskeletal curricular content and educational standards by all nationally accredited medical programs.

Challenges and opportunities for minority students at police academies: A national sample

This article examines institutional factors influencing graduation rates for police trainees of different races and ethnic groups. The study is based on the Census of Law Enforcement Training Academies data collected in 2013 and 2018. It uses both analysis of variance and ordinary least squares regressions to analyze the data. Overall, the article reports a statistically significant improvement for Hispanic trainees’ graduation rates when comparing 2013 and 2018. However, the same was not true for Black students at the police academies who continued to trail in 2018 compared with both White and Hispanic students. Our findings show that the length of the program and the location of the academy in the South were negatively influencing the graduation rates for all groups of cadets in both datasets. Other findings show that minority trainees were more likely to succeed where minimum education requirements for the instructors were in place, academies were affiliated with academic institutions, field training was the preferred mode of instruction, and where dormitories were not present.

Evaluation of veterinary students’ suture performance according to three different instructional modalities

Background: Higher education attempts to ameliorate learning experience through match between learning subjects and students' learning styles. Aim: This study evaluates efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots. Methods: A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. Student’s surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Fleming VARK questionnaire based, investigating their learning profile. Kruskal Wallis test evaluated different instructional modalities effect on student’s performance. Chi square test assessed differences between instructional modalities and learning profiles, profile self evaluation, and training session comprehension. Results: Students shown auditory unimodal VARK profile (16/43), did not know their learning profile (26/43), and favoured personalised teaching strategies (43/43). No differences were found for: surgical performance, except for forceps handling; and between instructional modalities: either for learning profiles (p-value=0.43), or profile self evaluation (p-value=0.42). Differences were found between instructional modalities and training session comprehension. As limitations, auditory instructional modalities, participants’ age and gender were not recorded or evaluated. Conclusion: Our study provides feedback on modern teaching modalities in which students play a kye role. Participants showed a variety of learning profiles although displaying no significant performance differences.

Unveiling the synergy of peer feedback and the Metaverse

Undeniably, technology has become an integral part of education across all disciplines. Over the past decades, significant technological advancements, such as the normalization of computers and the popularization of mobile devices, have transformed and revolutionized our learning paradigms. Education has transitioned from the bricks-and-mortar, teacher fronted, and textbook-based teaching to out-of-class, student-centered, and inquiry-based learning. Since 2020, emerging technologies such as the Metaverse and artificial intelligence have shown great potential in expanding learning opportunities, ranging from the location of learning and teaching, the student-teacher machine interactions, to different modes of instruction and learning. In particular, the Metaverse has the power to transform the way peer feedback is provided, which is an essential aspect of effective education. This position paper aims to shed some light on the intersection of peer feedback and the Metaverse. It starts with a review of the classic sociocultural learning theory and the historical use of technology to support peer feedback, followed by an introduction to the definition and features of the Metaverse technology. Then, the paper proposes a tentative model about how the Metaverse can be utilized to facilitate peer feedback. It ends with important questions for educators and learners to contemplate in order to make the most of this new technology in improving the provision and uptake of peer feedback.

Disaster Resilient Universities: Lessons Learned from University Student Experiences during the COVID-19 Pandemic Globally

This paper explores the impact of COVID-19 on higher education, emphasising the shift to remote learning and its consequences on student experiences. The study, conducted through an internet-based survey in seven countries, reveals challenges faced by 1392 university students. Findings include a decline in motivation, concerns about instruction modes, financial stress, technical issues, and increased demand for mental health support. Recommendations for universities involve improving communication, enhancing technology, prioritising mental health, revising educational programs, and providing financial assistance, highlighting the importance of aligning policies with evolving student realities in both short- term disruptions and long-term consequences post-pandemic.