E-learning Research Articles

Student-created videos in online STEM education: a large, interdisciplinary, randomized control study

Student-created videos engage students’ interests, creativity, and content knowledge and enrich collaborative learning in STEM education. These videos enhance critical thinking and analytical skills, which are essential tools in the fields of science, technology, engineering, and mathematics (STEM). This study presents the results of such an assignment across several STEM areas (biology, chemistry, exercise science, information technology, and mathematics) at a minority-serving, liberal arts higher education institution in the southeast region of the United States. Undergraduate students (n = 557) across varied, online course modalities (synchronous and asynchronous) were required to create four problem-solving videos 3–8 min in duration. Assessment tools included a self-assessment of learning gains survey given to control and experimental groups and a post-video creation survey given only to experimental groups. Grade data was also collected from all sections. Comparing the experimental and control groups, students showed a statistically significant gain in their ability to give oral presentations, create videos, and edit videos. Qualitative data from free-response questions corroborate these gains and suggest that students also grew in content knowledge and conceptual understanding through these assignments. Our study implements a multimedia theoretical framework which suggests students learn more effectively from consuming presentations with both auditory and visual components. Our results suggest students see similar gains from producing presentations with both auditory and visual components. Further our results suggest that multimedia production enhances students’ presentation skills. From a practical perspective, this study suggests that faculty should incorporate student-created videos in online classes, which typically require oral presentations in person. Faculty are also advised to require oral and visual components within these videos to maximize learning gains from the perspective of a multimedia theoretical framework.

Improving obstructive sleep apnea competency of primary care clinicians through online education

ABSTRACT Background: Obstructive sleep apnea (OSA) is an often overlooked, widespread disease and a public health concern. Evidence-based practice guidelines do not exist to guide primary care clinicians' OSA screening practices. Clinicians must be competent in OSA; however, clinicians lack competency about this disease. Local problem: Elevated rates of undiagnosed OSA potentially exist in two rural and one suburban counties in Kansas, as indicated by the increased weight and elevated chronic disease prevalence in these counties' populations. Methods: A one-cohort, pretest–posttest, quasi-experimental design was used for this quality-improvement project implemented over 11 weeks. Clinicians' competencies on OSA were measured before and after the intervention using the Obstructive Sleep Apnea Knowledge and Attitude Survey. Intervention: A brief educational video on OSA was developed for this project. Definition, risk factors and complications, screening methods, definitive diagnosis, and treatment options were covered in this video. Results: Participants (N = 14) showed improved OSA competency after watching the educational video. Participants improved OSA competency after watching the interventional video (M = 16.3, SE = 0.194) versus preintervention (M = 14.2, SE = 0.318). Participants also improved OSA attitude scores postintervention. Conclusion: Primary care clinician OSA competency scores improved after engaging in a brief educational video intervention when measured using the OSA knowledge and attitude survey. Practicing clinicians can benefit from participating in education about the disease.

“It’s not like we go and chat just because we see each other’s name on the screen”: online students’ experiences of social and academic community

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students’ experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants’ primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants’ challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students’ necessity for flexibility.

Improving Mental Health Knowledge and Reducing Mental Health Stigma Among Public Safety Personnel: Comparison of Live vs. Online Psychoeducation Training Programs

This study evaluates the effectiveness of a brief psychoeducation training program in reducing mental health stigma, both toward others and oneself, among public safety personnel, while also comparing the relative effectiveness of in-person and online training modalities. In total, 1686 public safety personnel in Florida received psychoeducation on the mental health impacts of public safety work. Participants completed pre- and post-training questionnaires assessing demographics, mental health knowledge, and mental health stigma toward others and themselves. Among the participants, 871 completed the training online, and 44 completed the training in-person. A paired samples t-test assessed changes in knowledge from pre- to post-test, and 2 × 2 repeated measures ANOVAs analyzed stigma-related data. Mental health knowledge increased and mental health stigma toward others decreased post-training, with no differences between training modalities. No changes in mental health self-stigma were found. Police officers reported significantly greater self-stigma than firefighters. Firefighters and dispatchers reported significantly less stigma toward others than police officers. This study found that both in-person and online psychoeducation can similarly improve mental health knowledge and reduce stigma toward others, which may help reduce barriers to seeking care.

The Impact of Host-Country Supervisor Participation in Cross-Cultural Training on Expatriate Subordinate Outcomes

Using signaling theory (Spence, 1973) and leader-member exchange (LMX) theory (Dansereau et al., 1975), this study examines the effects of the participation of both host-country supervisors and expatriate subordinates in the same cross-cultural training on expatriate subordinates’ outcomes abroad. We propose that host-country supervisor participation in training sends a favorable signal and improves the quality of the host-country supervisor–expatriate subordinate relationship and interactions, thereby leading to improved expatriate subordinate outcomes. Host-country supervisor and expatriate subordinate dyads from a variety of countries took part in a web-based cross-cultural training before or shortly after arriving in the United States. Results indicate that the participation of both host-country supervisors and expatriate subordinates in the same cross-cultural training significantly impacts expatriates’ cross-cultural adjustment and job performance and that these benefits are conferred through increased LMX quality. The recognition and implementation of cross-cultural training is critical for organizations to evolve, compete, and succeed in a global context. This study is one of the first to empirically examine the role that providing both host-country supervisors and expatriate subordinates the same cross-cultural training can have in improving expatriates’ work-related outcomes. It is also one of the first to examine the role of LMX theory in these outcomes.

To see, or not to see… pathogens in virtual reality hand hygiene training.

ViRTUE, a virtual reality (VR) hand hygiene trainer, offers users the option of visualizing pathogen transfers during virtual patient care either in "real-time" or at the end of a level as a "summary" visualization. In this study, we aimed to evaluate the effect of different timings of pathogen visualization ("real-time" vs "summary") on in-trainer performance and user's immersion. The study included first-year medical students undergoing hand hygiene training with ViRTUE, randomized to one of three visualization set-ups: set-up 1 ("on-off-off", with "real-time" visualization at the first level only, and "summary" visualization at level 2 and 3), set-up 2 ("off-on-off"), and set-up 3 ("off-off-off"). In-trainer performance was defined by number of pathogen transmission events (=contaminations) in level 3. The virtual experience of user's (among others: immersion) was assessed with a questionnaire. 173 medical students participated in the study, with 58, 54, and 61 assigned to set-up 1, set-up 2, and set-up 3, respectively. Users assigned to set-up 3 with "summary" visualization at all levels, performed best with 1.02 (standard deviation (SD) +/- 1.86) contaminations, compared to 2.34 (SD +/- 3.09) and 2.07 (SD +/- 2.52) contaminations of users assigned to the other set-ups. "Summary" visualization at all levels also resulted in higher immersion of users. "Real-time" visualization of pathogen transmission during VR hand hygiene training with ViRTUE may negatively affect in-trainer performance and user immersion. This emphasizes the importance of pilot testing the effect of VR-based trainings in order to understand their impact on users.

Design and development of immersive 3D virtual simulation experiment teaching platform for internet of things

Design and development of immersive 3D virtual simulation experiment teaching platform for internet of things

Building pedagogical partnerships

Engaging students as pedagogical partners in teaching and learning in higher education is becoming increasingly prevalent. However, developing and sustaining such partnerships can be challenging. The present study highlights the potential of utilizing work-integrated learning (WIL) students as partners. Semi-structured interviews were conducted with 18 university instructors to explore how access to an online learning assistant (OLA) program helped them navigate remote instruction challenges. The OLA program was a novel WIL initiative providing co-operative (co-op) education students with full-time, paid work to assist instructors transitioning to remote learning. Unexpectedly, our findings demonstrate that pedagogical partnerships emerged in the context of this WIL program, leading to teaching and learning benefits. Online learning assistants were able to assist instructors with many of the difficulties they faced, although some program challenges also emerged. Our findings suggest that full-time, paid co-op student positions offer a unique program structure that make them ideal for the development and ongoing success of pedagogical partnerships.

Excellence in Homelessness Services: Evidence-Based Frontline Practices

Optimizing the performance of frontline workers in homelessness services (FWHSs) is vital for delivering effective support to individuals experiencing homelessness while prioritizing worker wellness. This paper builds on a previous study applying Orlick's "Wheel of Excellence" mental success elements, originally based on research with Olympic athletes, to social services. It assessed how high-performing FWHSs used these elements, providing practical insights for tailored mental-readiness training in social service facilities. The success elements—commitment, self-belief, positive imagery, mental preparation, full focus, distraction control, and constructive evaluation—were evident in FWHSs when successfully navigating challenging situations. This study provides further analysis of the elements contributing to FWHS’s mental readiness, including quotations from “excellent” FWHSs to highlight their common best practices. It defines excellence in frontline homelessness services, illustrates the use of the seven success elements, and identifies performance blocks and coping strategies from a frontline perspective. Performance blocks include general stressors and mistakes by trainees. The accompanying motivational quotes from high performers are akin to storytelling, elevating understanding and facilitating learning. Recommendations advocate tailoring existing tools, creating online learning opportunities, and implementing an Indigenous-inspired Sharing Circle for evidence-based practice discussions in homelessness services.

Effectiveness of website-based education program on activities of daily living and fear of falls among sub-acute stroke survivors: a pilot study in South Gujarat Region of India

BackgroundStroke survivors and their caregivers have numerous and diverse educational needs, many of which are unmet because of inadequate training from healthcare professionals. As stroke recovery and rehabilitation can continue for years post-stroke, it is critical that stroke survivors are provided with and have access to a range of support options and evidence-based information. Website-based education programs (WEP) have been adopted in recent years to manage health problems. The present pilot study aims to evaluate the effect of WEP on activities of daily living (ADLs) and the fear of falls among sub-acute stroke survivors.MethodsA total of 16 eligible post-stroke survivors were recruited from multiple study settings across Surat City of Gujarat state in western India and were randomly assigned using a lottery method to either the experimental group (n = 8) receiving WEP or the control group (n = 8) receiving conventional physiotherapy for 4 weeks. Outcome measures were the Indian Stroke Scale (ISS), Modified Barthel Index (MBI), and Falls Efficacy Scale-International (FES-I).ResultsBoth groups showed statistically significant improvements in all outcomes but the experimental group showed more significant improvements in ADLs and fear of falls among sub-acute stroke survivors (p < 0.05).ConclusionWEP for sub-acute stroke survivors is an effective intervention. It improves the performance of ADLs for stroke survivors and helps in better fall management indicating that web-based education programs shall be implemented on a regular basis to improve patient care.

Efficient Information Sharing Methods for Online Education Platforms

Efficient Information Sharing Methods for Online Education Platforms

Effects of Innovative Technologies on Gender Disparity and the Future of Work

The Fourth Industrial Revolution (4IR) has prompted organizations to embrace digital transformation, demanding that employees possess ICT technical skills to boost productivity. In developing countries, a lack of ICT education exacerbates high youth unemployment, particularly among gender-disadvantaged individuals who struggle to secure jobs requiring digital literacy. This study investigates the factors contributing to the gender disparity of youth unemployment in South Africa. The study adopted the Technology Acceptance Theory to guide the study. The quantitative method was used for the data collection process using Google Forms to draft a questionnaire that was distributed to respondents online. The study results show the importance of ICT technical education to improve youth employment prospects and recommend that policymakers implement ICT skills development initiatives to mitigate youth unemployment.

MODERN VIEWS OF USE OF TELEREHABILITATION IN URINARY TRACT DYSFUNCTION IN PATIENTS WITH MULTIPLE SCLEROSIS

Multiple sclerosis is a chronic disease of the nervous system that often leads to various disorders, including urinary tract dysfunction. This significantly affects the quality of life of patients, causing physical and psychological complications. The term "bladder rehabilitation" summarizes treatment options aimed at restoring its function in patients with neurourological symptoms. A strong contraction of the sphincter of the urethra and/or pelvic floor, as well as anal dilatation, manipulation of the genital area, and physical activity reflexly inhibit urination. A comprehensive physical therapy program for patients with pelvic disoders includes pelvic floor vibration massage, training in proper breathing patterns, pelvic floor muscle relaxation and stabilization exercises and should last several months, during which the patient regularly visits the doctor. The pandemic and war have created barriers that affect almost every aspect of life, treatment and rehabilitation, especially for people with chronic neurological conditions. Traditional rehabilitation methods used to correct urinary tract dysfunction have their limitations, including difficulties in accessing specialists, especially in remote areas. This stimulates the development and implementation of telerehabilitation as an alternative approach. Telerehabilitation involves the use of digital technologies for the remote provision of medical services and patient monitoring. It allows doctors to monitor the condition of patients, provide recommendations and adjust treatment without the need for personal visits. Considering the existing data and our own clinical experience, we consider it appropriate to use telerehabilitation for the correction of disorders of the lower urinary tract, especially in the conditions of war, when access to rehabilitation centers may be difficult. In the department of medical rehabilitation of the University Clinic of the Kharkiv National Medical University, we successfully conducted telerehabilitation using Google Meet video conferencing for 10 patients with urinary incontinence on the background of multiple sclerosis, whose EDSS was no more than 4.0. When conducting online classes under the guidance of a physical therapist, patients noted a desire to strictly follow the recommendations and perform regular exercises. All patients kept a urination diary, according to which the frequency of urination was reduced by an average of 20-25%, which had a positive effect on their quality of life. Although our observations are not representative, in combination with existing studies, we consider telerehabilitation to be a promising direction in complex therapy and rehabilitation of this pathology. Conclusion The use of telerehabilitation for urinary tract dysfunction in patients with multiple sclerosis is a promising direction that requires further research. This approach can significantly improve the quality of life of patients, reduce the burden on the health care system and provide a more affordable and convenient treatment. A multidisciplinary team should be involved, including a neurologist, a urologist, a gynecologist, and a physical therapist to select the optimal tactics of drug treatment and physical therapy. A promising direction of further research is the development of standard protocols for conducting telerehabilitation for patients with lower urinary tract dysfunction against the background of multiple sclerosis and other pathologies.

Bones at Home

Remote teaching during the COVID-19 pandemic led to a range of pedagogical challenges for anthropology laboratory courses. In biological anthropology courses such as Human Osteology, hands-on experience is essential to achieving learning outcomes, including basic bone and feature (i.e., landmark) identification, identification from fragmentary remains, and age and sex estimation. To address the need for training that includes object-based, tactile (haptic) learning in fields such as biological anthropology and archaeology, all Human Osteology students at Mount Royal University and the University of Manitoba took home plastic model skeletons. The purpose of this study was to evaluate how well remotely educated undergraduates (REUs) met human osteology learning objectives when supported by plastic model skeletons at home. We present the results of a survey designed to test core osteological skills obtained by REUs in comparison with undergraduates educated with in-person laboratory components (IPUs) and experts in the field (zero to four and five or more years of experience). REU scores did not differ significantly from those of IPU or Junior Experts with less than five years of experience. Students performed well in bone identification but were limited in their ability to apply common sex and age estimation methods and to identify incomplete elements. Our findings reinforce the importance of haptic learning and years of experience in human osteological learning. They support the use of take-home models as valuable resources in both remote and in-person undergraduate teaching. This work is a step toward more inclusive universal instructional design that can be applied across various anthropology laboratory courses.

Towards effective web-based learning: An investigation of the management of learning management system at a university of technology

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

EPortfolio-based Professional Development: Insights from a Southeast Asian Online Educators’ Community of Practice

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of educators' competencies in ePortfolio pedagogy, the project engaged 541 educators from various Southeast Asian countries in two online self-paced courses and a series of four expert-led webinars, culminating in a final project webinar. The research utilised course analytics and post-webinar surveys to analyse participant engagement, satisfaction, and perceived learning outcomes. The findings indicate substantial engagement with the courses and positive reception of the webinar series. About 75% of participants completed the asynchronous courses, while 64% found the webinar content immediately applicable to their practice. The webinars, focusing on diverse aspects of ePortfolio use, successfully complement the online courses, with 91% of participants expressing intent to attend future events. This study underscores the effectiveness of combining asynchronous and synchronous learning modalities in professional development, particularly in the context of ePortfolios. It highlights the role of ePortfolios in promoting reflective practice, collaborative learning, and authentic assessment. Additionally, the project's success in fostering a supportive CoP model illustrates the potential of online communities in professional development, especially in regions with emerging ePortfolio practices. The paper concludes by emphasising the value of ePortfolio-based initiatives in enhancing educators' skills and fostering cross-cultural educational collaborations. It offers recommendations for educators and policymakers on implementing similar initiatives, underlining the need for sustainable and contextually sensitive approaches in professional development.

The Effectiveness of a MOOC as a Form of Professional Learning: An Examination of an Adolescent Learner Social and Emotional Well-Being Course

Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because of a recognized need for professional learning related to this topic. It was purposely designed for delivery as a MOOC and was designed as a 6h program around four topics to be completed over two weeks in asynchronous mode. It was delivered seven times from 2019 to 2023, with 32,969 individuals enrolled across these deliveries. The effectiveness of engaging in the course for professional learning purposes is of particular interest to this study. To that end, a convergent mixed methods study was conducted. First, quantitative and qualitative survey data collected at various course stages were examined to reveal the demographic characteristics of participants and their experiences in the course using data from surveys and comments about their experiences. The findings revealed, among other factors, that 65% were female, with just under half (47%) aged 45 years or less, nearly half (44%) held a bachelor’s degree as their highest level of qualification, and 48% were employed within the teaching and education sector. The most active learners were from Europe (48%) and Asia (27%), with active learners from a total of 178 countries. The course has a high course retention index, with 51% of learners completing 51% of the course and 8383 learners completing 90% or more of the course. The qualitative findings reveal the strongly positive experiences reported by the active participants. Secondly, we examined the effectiveness of the MOOC for participants’ professional learning needs by assessing the course using a framework with ten domains related to its core design features, modified for use by the course designers as a self-reflective tool. We found that the domains that scored the lowest were collaboration, interactivity, and, to a lesser extent, pedagogy. The study’s limitations include the incomplete data provided as part of the MOOC protocols, and the use of a self-reflection tool, which may inadvertently incorporate bias. This study points to these gaps in the data, including the need to access longitudinal data that go beyond a focus on the design of courses to extend to the impact and outcomes of the experience.

Physician preferences for Online and In-person continuing medical education: a cross-sectional study

BackgroundThe worldwide market for continuing medical education (CME) was severely affected by the COVID-19 pandemic, which precipitated an increase in web-based CME course attendance. Virtual education methods may be effective for engaging learners and changing behaviors. However, more information is needed about physician preferences for in-person vs. livestreamed CME courses in the postpandemic era. Because of the paucity of data regarding this topic, the current study was designed to evaluate CME participant characteristics, preferences, engagement, and satisfaction with traditional in-person vs. virtual educational methods.MethodsA cross-sectional study was performed of attendees of two large internal medicine CME courses held in 2021. Both CME courses were offered via in-person and livestream options, and were taught by Mayo Clinic content experts. Participants, who consisted of practicing physicians seeking CME, completed a 41-question survey after CME course completion. Statistical comparisons were performed by using Fisher exact tests for all survey items, except for those with ordinal response sets, which were compared with Cochran-Armitage trend tests.ResultsA total of 146 participants completed the survey (response rate, 30.2%). Among the 77 respondents who attended in-person courses, the most frequent reasons indicated were the opportunity to travel (66%) and collaboration/networking with others (25%). Among the 68 respondents who attended the livestream courses, the most frequent reasons indicated included COVID-19–related concerns (65%), convenience (46%), and travel costs (34%). The percentage of respondents who indicated that they would choose the same mode of attendance if given the option again was higher for those who attended in person than for those who attended via livestream (91% vs. 65%, P < .001).ConclusionsThese data suggest that in-person course offerings will continue to be a preferred learning method for some physicians. However, most respondents who attended virtually preferred that method. Therefore, hybrid CME models offering both in-person and virtual options may be most beneficial for meeting the needs of all CME learners.

Navigating blended learning: how to succeed with both online and physical course materials

Navigating blended learning: how to succeed with both online and physical course materials

Suicide prevention safety planning in the US Department of defense: Qualitative assessment of training.

Suicide rates in the military are a significant public health concern. The suicide prevention safety planning intervention is a brief and effective intervention in which a provider and patient work collaboratively to recognize warning signs of a suicidal crisis and create a defined list of coping strategies and supports for use during future crises (Stanley & Brown, 2012). Implementation of safety planning has been supported by the Department of Defense (DoD), yet readily available training and continuing education for healthcare providers in this intervention is limited and passive in nature. Existing safety planning training experiences and needs of DoD behavioral health providers are unknown. The present study is an exploratory qualitative assessment of current safety planning in DoD to inform the design and development of an interactive virtual standardized training patient. Ten military behavioral health providers completed semi-structured interviews. Thematic content analysis was conducted, and three themes are described in this paper: variety of training received, barriers to receiving suicide safety planning training, and desires for future training. Lack of protected time for training and a lack of access to training resources were identified as key barriers. Rich data obtained can help inform the key design features and relevance of new safety planning intervention training approaches.