Online Delivery Methods Research Articles

A Meta-Analysis of the Association Between the Hold Me Tight Program and Couples’ Relationship Adjustment

In this meta-analysis, the authors tested the overall effect of Hold Me Tight (HMT), a relationship education program for couples based in emotionally focused therapy, on couples’ relationship adjustment. Using a detailed search process, we identified and analyzed eight quantitative, single-group comparison studies. Studies included predominantly cisgender, straight couples (N = 310) in dyadic, monogamous relationships from the United States, Canada, and the Netherlands. The eight studies also included evaluations of online and in-person delivery methods, as well as eight-week groups and one- and two-day workshops. Across the studies, we found that participation in HMT was associated with a small, statistically significant effect (d = 0.377) on couples’ self-reported relationship adjustment, lending support that HMT may be an effective program for couples. Few available studies limited our ability to test additional outcomes or explore moderators of the effect, which are key areas for future research.

Developing and testing a community based, online vs. face-to-face peer led intervention to improve mental well-being in Cambodian adults with physical disabilities.

Despite growing international attention, there remains an urgent need to develop mental health services within low and middle income countries. The Khmer Rouge period in Cambodia saw the destruction of all health services infrastructure in the 1970s. Consequently, Cambodia has struggled to rebuild both its economy and healthcare system, with the number of qualified mental health clinicians remaining disproportionately low. Resultantly, there is a pressing need to develop low-cost community based alternatives of mental healthcare. Using a mixed methods design, researchers developed an 8-week peer-led intervention, known as a Friendship Group, for adults with physical disabilities using both face-to-face and online delivery methods. The Wilcoxon Signed-Rank test was used to assess changes in pre-post survey scores and qualitative data was collected in form of five focus groups post intervention. 41 participants were allocated across four Friendship groups - two were online and two face-to-face. Attrition rate was 22% post-intervention (n = 32). ITT analyses showed a statistically significant decrease in psychological distress scores [Z = -3.808, p < .001] from pre [Mdn = 20, IQR = 16.5-25.5] to post [Mdn = 16, IQR = 14-18.5] intervention. A Wilcoxon signed-ranks test also showed a statistically significant decrease in PTSD scores [Z = -2.239, p < .025] from pre [Mdn = 4, IQR = 3-5] to post [Mdn = 3, IQR = 2.75-4] intervention. There was also a statistically significant decrease in worry scores [Z = -3.904, p < .001] from pre [Mdn = 5, IQR = 3.5-6.5] to post [Mdn = 3, IQR = 3-4] intervention. There were no significant group differences between the face to face and online groups. A number of interconnected themes emerged from focus group data (n = 5), these included the mental health benefits of Friendship Groups as conceptualised through knowledge acquisition, skill development and peer support. The Friendship group intervention delivered in both online and face-to-face formats appears feasible and acceptable within the Cambodian context. Initial data revealed positive findings in terms of reduction in psychological distress, worry and PTSD symptoms as well increased feeling as calm.

Planting one thousand seeds of entrepreneurs

Research methodology This case is based on secondary information and data about the Goldman Sachs One Million Black Women initiative and youth entrepreneurship programs from press releases, news articles and websites. The protagonist has been disguised. This case has been classroom-tested in a core MBA course in both face-to-face and online delivery methods. Case overview/synopsis In March 2021, Goldman Sachs launched its One Million Black Women initiative which expanded its inclusive growth goals to support Black women entrepreneurs who were under-represented and under-resourced. This initiative is one of Goldman Sachs’s sponsored programs that aid existing entrepreneurs. This program would invest $10bn over the next decade to advance racial equity, promote entrepreneurial activity and increase and economic opportunities for these highly motivated and resilient Black women. With the buzz from this initiative, Johnnetta who was a Black female manager at a financial services competitor of Goldman Sachs conceived another approach to groom and grow future generations of women of color entrepreneurs. Her idea was to implement youth entrepreneurship programs in middle schools in states with high populations of students of color. Based on a psychological theory of entrepreneurship approach, these students would learn about entrepreneurship and gain hands-on experience with starting and operating a business. The program was called “Planting 1000 Seeds of Entrepreneurs” to develop a pipeline of savvy, well-prepared future women of color entrepreneurs. Johnnetta’s dilemma was whether to pitch this new youth entrepreneurship program as an employee at her employer as a diversity, equity and inclusion (DEI) initiative or start this program as an entrepreneur of a nonprofit in which she would have sole autonomy to administer this program. This case will enable students to develop ideas into a compelling business pitch while sparking debate about approaches to foster DEI initiatives that will have impactful economic benefits for women of color entrepreneurs. Complexity academic level This case is best suited for upper-level undergraduate or graduate students taking business administration courses in management, entrepreneurship, women studies or other courses that cover topics or modules related to DEI initiatives involving women in business.

Motivating students in competency-based education programmes: designing blended learning environments

AbstractContemporary education increasingly involves a blended learning environment, which consists of a combination of offline and online delivery methods. Blended learning environments can motivate students to learn, but designing motivating blended learning environments is challenging and can result in environments that demotivate students. This conceptual article proposes a blended learning design that helps practitioners to design motivating blended learning environments. According to self-determination theory, students are motivated to learn when their three basic psychological needs for autonomy, competence, and relatedness are supported. Competency-based education (CBE) is intended to support students’ basic psychological needs. We have constructed design guidance for CBE programmes that help practitioners to design a combination of offline and online delivery methods that (1) give students choices in time and place to support their need for autonomy, (2) adapt to students’ competency levels to support their need for competence, and (3) stimulate students’ relationship building with peers and teachers to support their need for relatedness. Although the design guidance is tentative, practitioners can experiment with it to design blended learning environments that motivate students to learn.

A Systematic Review of the Post COVID-19 Pandemic Transformation on Design and Delivery of Curriculum

This study investigated the lasting impact of the COVID-19 pandemic on higher education in Africa, focusing on curriculum design and delivery. The pandemic highlighted significant vulnerabilities in African higher education, notably exacerbating the digital divide that hindered seamless curriculum delivery during lockdowns. This systematic literature review synthesizes empirical and conceptual studies to assess these impacts from 2019 to 2022. The pandemic caused substantial setbacks in curriculum implementation due to enforced lockdowns and restrictions on physical gatherings, crucial for traditional classroom-based instruction. These constraints underscored the urgent need for educational institutions to adapt to digital modes of instruction to maintain continuity in teaching and learning. The findings reveal that many African higher education institutions were unprepared for the abrupt shift to online learning, resulting in significant educational disruptions. The cessation of in-person instruction prevented students from accessing educational resources, further widening the pre-existing digital divide. The study emphasizes the necessity for a comprehensive redesign of higher education curricula to incorporate online delivery methods effectively, leveraging various learning technologies to ensure uninterrupted curriculum delivery during crises. It recommends that African higher education institutions prioritize integrating digital learning platforms and tools in their curricula. This adaptation is critical in enhancing resilience against future disruptions, ensuring the academic calendar remains intact despite potential crises.

Co-creation solutions and the three Co’s framework for applying Co-creation

PurposeA sense of collective free-thinking with tangible goals makes co-creation an enlightening experience. Yet despite the freedom and organic flow of the methodology, there remain barriers to deploying co-creation in the real-world context. The aim was to understand the barriers and solutions to co-creation, reflect on applying co-creation in practice and co-create an applicable framework for co-creation.Design/methodology/approachThese reflections and conceptual developments were completed using a Participatory Action Research Approach through the co-creation of the Erasmus+ funded Co-creating Welfare course.FindingsResults presented are centric to the experiences in the United Kingdom but led to application at an international level. Problem formulation led to solutions devised about who should co-create, what co-creation aims to achieve, how to receive management buy-in, co-creating beyond the local face to face context and evaluation.Originality/valueThe Three Co’s Framework is proposed using the outline of: Co-Define, Co-Design and Co-Refine. Those who take part in co-creation processes are recommended to be called co-creators, with less focus on “empowerment” and more about facilitating people to harness the power they already have. Utilising online and hybrid delivery methods can be more inclusive, especially in response to the COVID-19 pandemic. The use of co-creation needs to be evaluated more moving forwards, as well as the output co-created.

The feasibility, acceptability and potential efficacy of a parental text message and social media program on children's vegetable consumption and movement behaviours: A pilot randomised controlled trial.

Australian children fall short of meeting the dietary, physical activity and sedentary behaviour guidelines. This study aimed to test the feasibility, acceptability and potential efficacy of a parental text message and social media program on, primarily, their school-aged children's vegetable consumption and movement behaviours, and, secondarily, their own. Between August and November 2022, we conducted a two-armed randomised controlled trial with 242 parents/caregivers of primary school-aged children in New South Wales. The 'Adventure & Veg' intervention ran for 8 weeks, promoting vegetable eating behaviours, local outdoor physical activity opportunities and ideas for reducing screen time. Feasibility and acceptability were assessed via recruitment and retention data, intervention metrics and self-reported participant data. Vegetable intake and movement behaviour data were collected via online-surveys and effect sizes were examined. Most participants reported that they enjoyed receiving the text messages (88%) and the delivery frequency was acceptable (94%). Limitations to Facebook as a delivery platform were reported. The majority of participants used the text messages to influence the vegetable eating (65%) and movement (77%) behaviours of their child. Significant effects were observed among intervention child participants compared with control for mean daily vegetable consumption (0.45 serves, CI: .19; .71, p = .001, d = .5); weekly vegetable variety (1.85, CI: .25; 3.45, p < .001, d = .6); and weekly physical activity variety (.64 CI: .09; 1.19, p = .022, d = .3). Parents in the intervention group increased their daily vegetable intake by .44 serves (CI: .11; .78, p = .01, d = .4). A parental text message and social media program has potential to support children's vegetable intake and movement behaviours. Further research is required to explore different online delivery methods to promote local outdoor activity options. SO WHAT?: The Adventure & Veg program holds promise as a stand-alone health promotion intervention or as a useful adjunct to current family or school-based healthy lifestyle programs.

Flipping the Online Classroom to Teach Statistical Data Analysis Software: A Quasi-Experimental Study

The flipped classroom (FC) is a pedagogical model with an active learning concept and a hybrid course design that reverses the typical lecture process. Given the widespread use of online delivery methods, there is a need to explore the FC in delivering statistics courses. This study employs a prospective quasi-experimental study design to evaluate the effectiveness of the flipped method and to compare it with the traditional method of teaching statistical data analysis software. Each of the 71 students enrolled in a medicine program was allocated to either a traditional classroom or a FC. The difference between the two teaching methods is evaluated using overall assessment performance as the main outcome measure. Our results show that the teaching method had a large and significant effect on assessment performance, with the FC method exhibiting a higher student overall performance than the traditional classroom. The data suggest integrating the FC in teaching statistical data analysis software is a helpful alternative to the traditional classroom. This study may serve as a guide and inspiration for educators in statistics courses to incorporate the concept of flipped learning, so as to engage students in a more active learning experience.

Acceptability of the combined online interactive mindfulness and exercise programme (MOVE-Online) for adults with chronic pain – A qualitative study

Purpose The aim of this qualitative study was to utilise the recent Theoretical Framework of Acceptability (TFA) to explore participants’ acceptability of the mindfulness and exercise interventions in the MOVE-Online pain management programme (PMP) and the programmes’ online delivery method. Methods Online focus groups were carried out following the completion of the PMP. The data were analysed using template analysis in terms of the seven TFA constructs of acceptability [(i) Perceived Effectiveness, (ii) Affective Attitude, (iii) Self-Efficacy, (iv) Ethicality, (v) Burden, (vi) Opportunity Costs and (vii) Intervention Coherence]. Results Twenty-one participants took part in the focus groups. Five of the seven TFA constructs of acceptability were identified in the analysis. The participants perceived the intervention to have been effective at achieving the goals of the PMP (TFA construct: (i) Perceived Effectiveness), to have supported their emotional management ((ii) Affective Attitude), promoted long term self-directed engagement ((iii) Self-Efficacy), fostered a valued group environment ((iv) Ethicality) and the online delivery of the programme reduced the physical burden associated with participation at an in-person PMP ((v) Burden). Conclusion The results of the study supports the utility of the TFA as a tool to explore the multi-dimensional construct of acceptability for the participants in the MOVE-Online programme.

Inclusivity in online and distance disaster education: A review of educators' views

Future exemplary education should foster inclusive and respectful learning environments to meet new challenges like digital inequality and power concentration. In the new normal of education due to COVID-19, inclusive online disaster risk reduction (DRR) education is essential. Therefore, this article aims to investigate the current status quo of inclusive online and distance DRR education and its benefits. Expert interviews were conducted with 40 educators with experience in 13 countries. The experts were selected based on their experience in designing and/or delivering courses/modules related to disaster management and/or disaster risk reduction at the tertiary level. The interview questions covered 3 key aspects i.e., 1. the effectiveness of online delivery methods, 2. the status quo of online and distant DRR education and 3. the unique benefits of online education for DRR. The key findings suggest that an online setting works best when it is scientifically designed for the right audience, the right subject area, and the right mix. In creating inclusivity in DRR education, the digital divide needs to be acknowledged and interactive learning should be diversely designed. This study identifies gaps in digital disaster education, urging policy and practice changes to support diverse DRR communities beyond education providers and recipients.

Survey of US Passionfruit Growers’ Production Practices and Support Needs

Passionfruits (Passiflora sp.) are widely grown throughout tropical regions of the world. Burgeoning new interest in this fruit in both its fresh and processed forms has led to an increase in planting outside of traditional growing zones. Passionfruit production has increased steadily in the United States and its territories since the 2002 US Department of Agriculture Census of Agriculture; however, little is known about how the industry functions across production areas. To assess passionfruit growers’ production practices and support their needs, we conducted a survey during 2021. That survey consisted of 45 questions pertaining to various aspects of passionfruit production, including horticultural practices, pest management, cultivars grown, and industry challenges and needs. The objectives of the survey were to identify where passionfruit is currently grown in the United States, what production practices are being used, and what problems are being encountered so that researchers and extension personnel could provide remedies in the future. Forty-four surveys were complete and allowed for data analyses. Florida had the most responses (21), followed by Puerto Rico (12), California (6), Hawaii, Louisiana, Mississippi, and the Virgin Islands. Most of the passionfruit production in the United States comprises purple passionfruit (Passiflora edulis f. edulis) or intraspecific red types at 68.2%. This value is driven by the high amounts of purple passionfruit and red passionfruit in Florida and other states. In contrast, nearly all farms in Puerto Rico grow yellow passionfruit (P. edulis f. flavicarpa) and fewer purple types. The main obstacle to obtaining optimum production was labor availability. Managing passionfruit, like many other specialty crops, is labor-intensive and includes many activities that require manual labor, such as weeding, training, pruning, pollination, and harvesting. Other obstacles that were noted were weather variability, vine decline, poor pollination, and availability of high-quality cultivars. Diseases, especially fungal diseases, are of particular concern to growers of passionfruit in the United States, although the identification of specific diseases was limited. Online delivery methods of information ranked high on the list of desired products. Online articles, such as those offered by extension services, were the most preferred, followed by webinars, which comprise a more recently developed method of information delivery. Overall, the survey provided baseline information to further develop initiatives to aid passionfruit production within the United States.

Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students

BackgroundIn the field of medical education, students faced significant challenges during the COVID-19 pandemic. Abrupt alterations were made in the form of preventative precautions. Virtual classes replaced onsite classes, clinical placements were canceled, and social distance interventions prevented face-to-face practical sessions. The present study aimed to assess students' performance and satisfaction before and after the transition of a psychiatry course from onsite to entirely online during the COVID-19 pandemic. MethodsA retrospective, non-clinical, and non-interventional comparative educational research study included all students registered in the psychiatric course for the academic year 2020 (pre-pandemic/onsite) and 2021 (during the pandemic/online).To assess students' satisfaction, we utilized the National Commission for Academic Accreditation and Assessment (NCAAA) students' satisfaction survey used by the academic quality unit at KSU, College of Medicine.Satisfaction was assessed in six domains: course organization, learning resources, faculty experiences, clinical teaching, practical sessions, and overall satisfaction. The reliability of the questionnaire was measured using Cronbach's alpha test.To assess their performance, students’ grades from both periods were obtained from the exam center. ResultsA total of 193 medical students enrolled in the study; 80 received onsite learning and assessment, while another 113 received full online learning and assessment. The students' mean indicators of course satisfaction for the online courses exceeded their corresponding indicators significantly compared to the onsite courses. These indicators included students' satisfaction in terms of course organization, p < 0.001; medical learning resources, p < 0.050; faculty experience, p < 0.050; and overall course, p < 0.050. There were no significant differences regarding satisfaction in both practical sessions, p > 0.050, and clinical teaching, p > 0.050. The students' performance mean was significantly higher in the online (M = 91.76) compared to the onsite courses (M = 88.58) (p < 0.001), and the Cohen's D statistic showed there was a medium level of enhancement in students' overall grades (Cohen’s d = 0.41). ConclusionStudents perceived the switch to online delivery methods very favorably. Students’ satisfaction significantly improved regarding the themes of course organization, faculty experience, learning resources, and overall course satisfaction, while a similar level of adequate student satisfaction was maintained in terms of clinical teaching and practical sessions during the transition of the course to e-learning. In addition, the online course was associated with a trend toward higher students’ grades. However, the assessment of the achievement of course learning outcomes and the maintenance of this positive impact warrants further investigation.

77 Assessing Value of a Novel NC State University Two-Week Animal Science Study Abroad Course in Chiang Mai, Thailand for Post-Pandemic Student Education

Abstract Partially due to COVID-19 education adaptations, students and teachers alike have become more normalized to online learning platforms. While this can be valuable, it has led to an increased concern that students resist in-person meetings, lack animal and personal interactive skills and many social and cultural cues. Online platforms can allow globalized learning, but there is considerable difference between interactive study abroad education and online delivery methods. After 2 years of COVID-19 impacting study abroad programs, NC State University programs reopened in Spring 2022, although the interest and availability were understandably less than pre-pandemic years. The novel ANS 395 course Thailand: Global Animal Management Issues, Concerns and Solutions was offered Summer 2022 as a two-week, three credit hour course with 17 undergraduate students. Of these students, at least 24% had never flown, 35% had never traveled outside the USA and many more had not traveled since they were young. ANS 395 explores Thai culture and its influence on cat, dog, and elephant management as compared with North American norms. The students were housed near Chiang Mai, Thailand at a large animal sanctuary that is residence to over 100 elephants, 600 dogs and 2,000 cats. In ANS 395, students were taught and allowed to participate in basic veterinary techniques including physical exams, blood collections, IV catheter placement, suturing, medical injections, skin scraping, fecal testing, feed intake assessment, and surgical (spay/neuter) preparation. Students were able to interact with numerous animal professionals and rescued animal species in unique situations including cats in large outdoor population holding areas, semi aggressive and / or paralyzed dogs, elephants that had been severely abused, suffered landmine wounds, or were geriatric. Over 90% of the Thai population identifies as Buddhist. This presents a unique animal management learning perspective since Buddhism teaches the avoidance of all work that involves any killing of animals. Therefore, euthanasia is avoided in most veterinary cases. In contrast, many of the unique animal situations discussed above would be considered for individual humane euthanasia in North America. The novelty of ANS 395 for both instructors and students did not allow for research into how the opinions of the students on ethics and animal care may have been altered by the first offering of this course. Students were asked to Likert scale rank their Thailand animal science experience from 1(poor) to 10 (best). The average was 9/10 (n = 17). This indicates that the student’s post-pandemic valued and enjoyed their interactive study abroad experience. However, instructors did note potential post pandemic increases in social interaction difficulties. As this course develops, knowledge from 2022 will allow student assessment on ethical standpoints regarding animal care prior and post travel to understand cultural and animal management opinion changes after real world exposure.

An online training course on the use of corpora for teachers in public schools

This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education. The paper reports on a mixed method study that explores in-service teachers’ evaluation of an online seven-week course in corpus linguistics (CL). Data were gathered through surveys and open-ended questions. Seventy-one in-service teachers took part in this study and completed both pre- and post-course questionnaires. The main aim of the course was to introduce the main concepts of CL, including an exploration of CL tools and resources, and the use of CL in learning and teaching. The course presents a wide range of corpora, corpus-based materials, and tools. The participants had a positive reaction to the course and considered it useful and comprehensive, although they did not prefer the online delivery method for the practical sessions of the course. The participants acknowledged the usefulness of corpora in their classrooms as well as the possible difficulties they might face, which shows that they genuinely thought about applying corpora in their teaching contexts. Moreover, the participants showed a willingness for the future use of corpora. Offering such a course to in-service teachers using an online delivery method is not preferable, but a hybrid course may be more suitable and effective, given the variation in teachers’ computer and corpus literacy.

Evaluating the effectiveness of online Continuing medical education during the COVID-19 pandemic

Objectives The study determined the effects of online continuing medical education (CME) on the clinical competency, performance, and patient outcomes of physicians and other healthcare professionals during the COVID-19 pandemic regarding the topics of COVID-19 and back pain. Methods Survey studies on six online CME activities were conducted from April 2020 to February 2021 at a South Korean hospital. Surveys were conducted immediately after and three months after the CME activity to measure the effectiveness of the CME activity regarding professional competence and performance, as well as patient outcomes. Results A total of 624 individuals participated in the six CME activities. Of the 2007 post-activity responses, a total of 1135 out of 1332 (85.21%) participants indicated that they were satisfied with the online education activities, and a total of 1752 out of 2007 (87.29%) participants responded that the content would influence their clinical practice. Upon a three-month follow-up, 477 out of 611 (78.07%) respondents indicated that they had made actual changes to their clinical practice. Conclusions The online delivery method is effective for delivering CME. The results suggest that online CME ultimately influences physicians’ clinical competency and performance, which leads to enforcing change in clinical practice.

Relationship of Grit and Resilience to Academic Success among Dental Interns in Western Tamil Nadu – A cross-sectional study

Introduction: Achieving a high level of academic achievement during dental training is of paramount importance. The practice of dentistry has been widely acknowledged as being associated with high levels of stress. In addition to the intellectual skills usually important to identify and develop in medical professionals, there are noncognitive traits such as grit and resilience that are equally important. Aim: The aim of this study was to understand and assess the relationship of grit and resilience to academic success among dental interns in the region of Western Tamil Nadu. Materials and Methods: The study employed a cross-sectional design based on an interview schedule through online delivery methods using the Short Grit and Brief Resilience Scales, in all the dental colleges in Western Tamil Nadu. Scores for both scales ranged from 1 to 5. Pretested questionnaire with 24 questions was used. Ethical clearance and consent were obtained before the study. Statistical analysis was done using SPSS version 17, and the P value was kept &lt;0.05 for significance. A Chi-square test was applied for categorical variables. Results: Out of the 214 respondents, 78% were female. About 60.7% of the respondents reported low grit and 62.1% reported moderate resilience. Self-reported above-average academic success was 74.8%. Self-reported academic success was significantly associated with grit (P &lt; 0.05) and resilience (P &lt; 0.05). Conclusions: This study provides evidence that grit and resilience are important factors that are indicative of dental students’ academic success. Improving grit and resilience may be an important approach to enhance dental training and academic success.

CBT for Youth Anxiety: How Does It Fit Within Community Mental Health?

We review (1) the empirical literature for cognitive behavioral therapy (CBT) for youth anxiety delivered in community settings, (2) the use of online delivery methods in this process, and (3) identified barriers and facilitators to implementation of CBT for youth anxiety in community mental health clinics (CMHCs). We provide suggestions for future work. Meta-analytic reviews of effectiveness studies suggest that outcomes comparable to those of efficacy studies can be achieved in community settings, particularly when in-session exposures occur. Several online programs support delivery of these services, with an evidence base that is promising. The notable barrier to the implementation of services is the cost of implementation and sustainability. Organizational factors such as leadership, culture, and climate are consistently identified as barriers and facilitators depending on their valence and appear to be related to implementation outcomes (e.g., on provider attitudes). The current findings need to be integrated into future studies, with a focus on further identifying facilitators (e.g., champions and online programs) of implementation. There is also the need for efforts to address organizational and individual barriers and to compare ways to reduce costs.

A single-session Mindfulness-Based Swinging Technique vs. cognitive disputation intervention among women with breast cancer: A pilot randomised controlled study examining the efficacy at 8-week follow-up.

Previously Mindfulness-Based Swinging Technique (MBST)'s immediate efficacy for overcoming psychological concerns has recently received empirical support, yet its longer-term efficacy needed to be evaluated among women with breast cancer. The objective of this study was to assess and report the efficacy of MBST intervention among breast cancer patients for hopelessness, anxiety, depression, self-efficacy, oxygen (SpO2) intensity, and heart rate-beats per minute (HR-bpm) at an 8-week period. The State-Trait Anxiety Inventory, The Emotion Thermometer, Hospital Anxiety and Depression Scale, Self-Efficacy for Managing Chronic Disease, and Beck's Hopelessness Scale were used for assessing the intervention's outcome; 149 BC patients were randomly assigned into two groups (equal-mean-age, p = 0.262). The participants in the control group (CG, n = 73) received Cognitive Behavioural Therapy (CBT)-Cognitive-Disputation (CBT-CD) for 20 min, and intervention group (IG, n = 76) received MBST intervention. No additional psychological interventions were given between week-1 and week-8. Outcomes of the 8-week post-treatment follow-up exhibited significantly higher improvements in all evaluated-measurements for CG, and some for IG with large effect size in the following: anxiety (CG p < 0.05, r = 0.57; IG p < 0.05, r = 0.44) and depression levels (CG p < 0.05, r = 0.43). It increased self-efficacy for managing disease (CG p < 0.05, r = 0.49; IG p < 0.05, r = 0.41) and hopefulness (CG p < 0.05, r = 0.59; IG p < 0.05, r = 0.46), and saturation levels measured by pulse-meter/oximeter (CG p < 0.05, r = 0.49; IG p < 0.05, r = 0.32). Both CBT-CD and MBST have been found to be efficacious interventions to shorten the psychotherapy duration for reducing clinical anxiety and hopelessness as well as increase self-efficacy for BC women. This may have a distinct clinical importance for supporting BC patient's adherence-to-treatment since CBT-CD could be an alternative technique to MBST as a brief intervention. In future studies, the effectiveness of MBST through adapting to virtual reality and other online delivery methods should be examined.

PSVIII-B-2 Comparison of in-Person, Online and Hybrid Delivery Methods for a Large Multiple day Extension Event

Abstract The Texas A&amp;M Beef Cattle Short Course (BCSC) annually hosts more than 1,800 ranchers on campus for 2.5 days of seminars and demonstrations organized by Texas A&amp;M AgriLife Extension. BCSC is nationally and internationally recognized and includes topics such as nutrition, reproduction, genetics, and handling. Seminars and demonstrations are designed to be inclusive for participants of all experience levels in beef cattle production and related areas. In 2019, the BCSC included 2,300 participants from multiple states (n = 24) and countries (n = 6). In 2020, due to the COVID-19 pandemic, the BCSC was transitioned to a virtual format. All sessions in the large multi-day program event (n = 25) were promptly transitioned to an online format. A commercial convention application (CrowdCompass) was utilized to host the event which included a virtual trade show. Live concurrent sessions were scheduled in 2.5-hour time blocks and broadcasted from a central location on campus to ensure the high quality of videos and improve participant experience. All sessions (n = 32) were recorded and made available to attendees (n=1,800) through the convention platform for six months following the BCSC. Attendees completed a post conference online survey (n=236) assessing their experience and expressed a 97% satisfaction rate with the virtual experience. In addition, 71.62% of respondents stated they anticipated benefiting economically from attending the virtual BCSC. In 2021, BCSC adopted a hybrid format, with the conference being held in person, with a virtual option, due to concerns with the ongoing pandemic. Although the majority of participants still attended in-person (n = 1,645), the virtual presence was significant (n =253). Further, 97% of virtual attendees expressed satisfaction with the online format. The addition of virtual options to extension programs may be a valid alternative to increase outreach, even in large, traditionally in-person programs.

COVID-19 Pandemic and Online Dance Education: Issues, Opportunities, and New Pedagogies

The COVID-19 pandemic forced dance faculty in higher education to urgently shift to online delivery methods. Based on interviews with various dance faculty from diverse geographical, disciplinary, and institutional affiliations, this article is a reflection on the dance pedagogy trends, issues, and concepts during the 2020 shift to virtual dance teaching and learning. This article considers difficulties that occurred in online dance education, such as health and safety issues, the complexity of navigating students’ diverse socioeconomic discrepancies and its connection to access, and the emotional and mental health toll on students of a rapidly changing arts sector. It also explores new discoveries in dance pedagogies and ideas for moving dance education forward post-COVID-19. The research brings into focus the role of technology in dance education, including its effect on teaching, embodied learning, and creative development.