Online Delivery Methods Research Articles

Reusable learning objects for nurse education: development, evaluation, challenges and recommendations.

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.

FNEE1 Arkansas EFNEP's Transition to Online Training Shows Positive Feedback

Objective To maximize the efficiency of training provided to Arkansas EFNEP employees using an online interactivity format. Use of Theory or Research The Arkansas Expanded Food and Nutrition Education Program (EFNEP) state staff is responsible for program training for EFNEP Educators across 17 counties in Arkansas. As a team, we concluded that our program training needed greater continuity. Arkansas EFNEP changed to an online training delivery method (rather than all face-to-face) in hopes that this would make better use of time and money. Further, the EFNEP Educators will obtain a great conceptual knowledge of their role in a shorter amount of time and be able to work independently sooner. Target Audience The target audience is the Arkansas EFNEP Educators. Program Description Each newly hired EFNEP Educator has responsibility for completion of all online training modules housed through the University of Arkansas Extension website. Once the Educator has received access to this website, they can begin training. The training is divided into five modules, which are the five key areas of the Educators job responsibilities. Once they complete a module, state staff will schedule a Zoom session with the Educator to follow up with any questions and provide a preview for the next module. The training can be completed in one to two weeks. Results At the conclusion of the training, the employee completes an evaluation. The evaluations rate the training based on the improvement of the employee's knowledge, the instruction, the employee's perception of the ability to complete their jobs tasks, the presentation of information, and suggestions for improvement. To date, evaluations have provided positive feedback. Conclusions The online delivery method chosen for the EFNEP training has shown very positive results. The Educators can complete training in shorter amount of time with more focus and consistency. Funding Expanded Food and Nutrition Education Program.

Stress Management and Resilience Intervention in a Women's Heart Clinic: A Pilot Study.

Background: In general, women report higher stress levels than men. High baseline anxiety, depression, and stress levels are associated with greater risk of cardiovascular diseases. Current evidence for efficacy of stress management interventions for women is limited. This study aimed at assessing the effect of a stress management and resiliency training (SMART) program for decreasing stress, anxiety, and depressive symptoms. Methods: Fifty moderately or severely stressed Women's Heart/Preventive Cardiology Clinic patients consented to the SMART intervention delivered online (n = 36) or in-person (n = 9). Primary outcome measures were the observed changes between baseline and at 12 weeks for the following psychometric tools: General Anxiety Disorder-7 (GAD-7), Patient Health Questionnaires (PHQ-9), Perceived Stress Scale (PSS), and Brief Resiliency Scale (BRS). Results: Forty-five patients completed the study. We observed significant improvements in PSS and GAD-7, but not in PHQ-9 or BRS, after the SMART intervention. When assessing outcomes among those with depressive symptoms at baseline (PHQ-9 > 15), we observed significant changes in PSS, GAD-7, and PHQ-9. No differences between online and in-person program delivery methods were found (all p-values >0.05). Conclusions: Training exposure using the SMART program to decrease stress and anxiety in women seeking preventive cardiology services was feasible and similarly effective, whether delivered online or in a single in-person session. Impacts on depression and resilience likely require a more intensive approach. In the future, larger randomized clinical trials with additional training and longer follow-up are warranted.

ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.

Teaching Critical Care Nursing Online for RNs.

Registered nurses are choosing to further their educational careers by seeking a bachelor's of science degree online (RN-to-BSN). The impetus for choosing the online delivery method is related to the ability to sign into a Learning Management System during times that are advantageous to their hospital work schedules, family, and daily living activities. The RN-to-BSN online option degree requires a Critical Care/Advanced Health Care Course as part of their curriculum plan; therefore, the article presents an overall view of the critical care course, the theoretical underpinnings for progression to the online delivery method, and examples of a module required by the critical care course.

Comparison of Didactic, Technical, Role Modeling, and Ethics Learning Acquisition in Undergraduate Online versus Face-to-Face Modalities

Although much research has focused on the overall equivalency of face-to-face (F2F) versus online delivery methods, questions remain on whether the two modalities are equivalent for specific types of knowledge acquisition. Therefore, this study compared didactic knowledge, technical skills, and role modeling and ethics information learning between five online and F2F sections of an undergraduate business course over two semesters. Grades and questions on selected assignments and students’ selfreported perceptions were analyzed. Results suggest that knowledge, skills, and information acquisition are similar between F2F and online classes, but online students excel at certain tasks, and F2F students excel at others.

Climate schools plus: An online, combined student and parent, universal drug prevention program

Early initiation of substance use significantly increases one's risk of developing substance use dependence and mental disorders later in life. To interrupt this trajectory, effective prevention during the adolescent period is critical. Parents play a key role in preventing substance use and related harms among adolescents and parenting interventions have been identified as critical components of effective prevention programs. Despite this, there is currently no substance use prevention program targeting both students and parents that adopts online delivery to overcome barriers to implementation and sustainability. The Climate Schools Plus (CSP) program was developed to meet this need. CSP is an online substance use prevention program for students and parents, based on the effective Climate Schools prevention program for students. This paper describes the development of the parent component of CSP including a literature review and results of a large scoping survey of parents of Australian high school students (n = 242). This paper also includes results of beta-testing of the developed program with relevant experts (n = 10), and parents of Australian high school students (n = 15). The CSP parent component consists of 1) a webinar which introduces shared rule ranking, 2) online modules and 3) summaries of student lessons. The parent program targets evidence-based modifiable factors associated with a delay in the onset of adolescent substance use and/or lower levels of adolescent substance use in the future; namely, rule-setting, monitoring, and modelling. To date, this is the first combined parent-student substance use prevention program to adopt an online delivery method.

Interventions to Promote Mental Health Literacy in University Students and Their Clinical Educators. A Systematic Review of Randomised Control Trials

PurposeThe effects of interventions for improving mental health literacy of health professional students and their clinical educators have not been established. This review analysed interventions to: support mental health literacy, deal with stigma, encourage help-seeking behaviour and improve attitudes towards providing help to those experiencing mental health issues. MethodThe full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 16th November 2016. Inclusion criteria were randomised controlled trials of interventions to support mental health delivered to groups or using face to face and / or online delivery methods compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control. Studies were appraised using the PEDro scale. ResultsMental health educational interventions were associated with statistically significant improvements in attitudes toward providing help. In one study, Mental Health First Aid (MHFA) resulted in improvements in social associations with a person with a mental health condition. A mental health literacy program improved anxiety literacy. One study of MHFA improved MHFA knowledge. No significant effects were found for attitudes to seeking professional help or mental health stigma. Studies were limited to English and only short term effects were analysed. Method quality was generally poor. DiscussionPreliminary evidence suggests that interventions such as MHFA may potentially help clinical educators and health professional students develop positive attitudes to providing help and increase MHFA knowledge. MHFA may reduce social distance from a person with a mental health condition but the content needs to be refined if they are to change attitudes toward seeking professional help or stigma. High quality research that includes long term follow up is warranted given the importance of the attitudes of health professionals towards those with mental health issues and the mental health challenges of working as health professionals.

Partnering to Scale a Graduate Nursing Program

Abstract In response to market demand, a private, nonprofit university affiliated with an academic health center expanded its existing on-campus nurse practitioner programs to include an innovative online delivery method. This expansion aligned with the university's service mission to increase access to high-quality education to rural and underserved regions and to improve the health and well-being of communities by increasing the nurse practitioner workforce. In order to achieve these goals, the university entered into partnership with a for-profit educational technology company to develop a sustainable online program. The authors discuss the challenges and lessons learned through this venture.

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that have influenced faculty’s adoption of online delivery methods for courses and their willingness to continue to teach online. This paper presents the results of a synthesis of 67 empirical studies about faculty teaching online published between 1995 and 2015, using TAM2 constructs as an organizing framework. This validated model provided a lens for understanding research about faculty perceptions of the user-friendliness and ease of use of technology for online course delivery, as well as the overall experience of teaching online. Studies in this review revealed concerns among faculty regarding their perceived barriers to student success in online classes, uncertainty about their image as online instructors, technical support needs, and their desire for reasonable workload and manageable class enrollments in online classes.

A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

Moving online physical education from oxymoron to efficacy

The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of research. The omission of the physical, social and emotional components of the OLPE curriculum has created a rift in the understanding, growth and development of students who take these courses. For this reason, Kinesiology professionals need to take a lead in the development of OLPE curricula through efficacious research. Exergaming has shown positive results for each of these four components when played proximally; however, exergames have not been widely studied in remote Internet settings. An exploration of the present need for more research into the ramifications of OLPE and the role Kinesiology professionals can take in guiding this process along with the potential of exergames in OLPE to fill this curricular void is presented.

Education and training for community pharmacists in mental health practice: how to equip this workforce for the future

Purpose– The purpose of this paper is to explore the potential approaches to continuing education and training delivery for community pharmacists to equip them to support mental health consumers and carers with illnesses such as depression and anxiety.Design/methodology/approach– Review of national and international literature about community pharmacists’ roles, beliefs and attitudes towards mental health, continuing education delivery for the workforce and training recommendations to equip pharmacy workforce.Findings– Training involving consumer educators was effective in reducing stigma and negative attitudes. Interactive and contextually relevant training appeared to be more effective than didactic strategies. Narratives and role-plays (from the perspective of consumers, carers and health professionals) are effective in promoting more positive attitudes and reduce stigma. Flexible on-line delivery methods with video footage of expert and consumer narratives were preferable for a cost-effective programme accessible to a wide community pharmacy workforce.Originality/value– There is a clear need for mental health education for community pharmacists and support staff in Australia. Training should target reducing stigma and negative attitudes, improving knowledge and building confidence and skills to improve pharmacy staff's perceived value of working with mental health consumers. The delivery mode should maximise uptake.

Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses

The radical restructure of hybrid and online learning course delivery methods at university-level held in Second Life has been widely and positively acknowledged from a large academic literature body. However, it is still absent the clarification of students’ socio-cognitive factors that predict their choice to attend at least in one of these course delivery methods. The main purpose of this study is to examine the relation between several personal factors and students’ choice to participate in these contemporary methods. A targeted sample of 325 voluntary students (170 who participated in hybrid sessions and 155 who participated in online sessions) completed a survey to assess socio-cognitive factors (self-efficacy, metacognitive self-regulation and task value), achievement-related emotions (pride, anger, relief and shame) in academic settings (before and after finishing various learning activities) and satisfaction levels of each method with also final grades from their examination processes to be included. Logistic regression confirmed higher levels of students’ self-efficacy and satisfaction in learning outcomes for those who took part in (fully) online rather than those who enrolled in hybrid courses. The study results revealed that students would prefer to take further courses in the online course delivery method. Conclusive remarks may provide meaningful information to the educational community in order to understand better how the socio-cognitive constructs of motivation are related to the students’ participation in future-driven educational activities held in Second Life by using the online or hybrid course delivery methods.

Engaging students in blended and online collaborative courses at university level through Second Life: comparative perspectives and instructional affordances

Students' opinions about the degree of impact, status, and socio-cognitive viability with the utilization of the emerging three-dimensional (3D) computer-generated technologies may vary. Indisputably, 3D technology-enhanced environments have provided considerable benefits and affordances to the contemporary e-Education. In these circumstances, virtual worlds (VWs) like second life (SL) have generally intensified with an extensive perpetuation and penetration of innovative performances that encapsulated or enacted from the vast majority of higher education fields. At the same time, there is growing widespread recognition of reasons affecting the high or low degree of students' engagement in online and blended course delivery methods held in 3D VWs. Notwithstanding that most notable studies have disclosed SL functional capabilities from a plethora of pilot case studies, however, it is still lacking an experiential-based research approach to determine the degree of students' engagement in blended and online courses at university level through SL. The present comparative study explores students' engagement overall as a multidimensional construct consisting of emotional, behavioral, and cognitive factors. One hundred and thirty-five undergraduate and postgraduate students in almost identical blended and online instructional conditions held in SL took part in this project. Preliminary results have decoded students' satisfaction for both methods, despite the fact that the voluntary sample composed of different educational disciplines. The quantitative analysis showed that postgraduate students of the online course had more positive results and the degree of engagement significantly increased compared to those who enrolled with the blended course delivery method. The instructional affordances from the utilization of SL were the collaborative climate between users (instructor and students) who eliminated various intractable boundaries which were predominantly observed by several conventional methods. Specifically it was revealed that the online course delivery method engaged more students with the collaborative activities. Educational implications and recommendations for future research are also included.

A Comparison of Learning Outcomes in Culinary Education: Recorded Video vs. Live Demonstration

This study examined learning outcomes for students who were enrolled in an introductory cooking course that used online taped videos. The study sample was composed of 206 students enrolled in online taped video classes and 184 enrolled in traditional live classes. The students in both groups received the same teaching instructions except for the demonstration delivery methods. A 2-way mixed design was used to test for significant differences in student performance between 2 instructional delivery methods (i.e., online taped video and live class demonstration) for both individual and team tasks. The results indicated that both delivery methods produced similar student performance levels when individual and team tasks were considered together. However, students taught by the online delivery method had better group performance than students taught by the traditional method. The findings suggest that the online delivery method should be utilized in culinary arts education; however, efforts to enhance group synergy could enhance group performance in educational environments that use this delivery method.

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

Divorce Education for Parents: A Comparison of Online and In-Person Delivery Methods

Divorce education classes are common across the United States, and results suggest they are generally effective. No studies, however, have examined the effectiveness of an online version of a divorce education course. Using data from a sample of 778 divorced and separated parents who participated in the Focus on Kids (FOK) divorce education class in person, and 517 participants who completed the online version of the course, we examine program effectiveness by method of delivery. Results from retrospective pre–post surveys indicate there are minimal differences in understanding, knowledge, and anticipated behavior change across delivery method. Overall, both groups of parents indicated the FOK program was helpful and worthwhile, and anticipated making positive changes in their coparenting behaviors as a result.

Blended Learning for Lifelong Learning: An Innovation for College Education Students

With the fast developing and changing transport of technology, new trends and learning opportunities were ushered in the field of Education. This transformation restructures the teaching-learning operation. As a result, educators encounter different learning preferences of students due to the emerging learning needs brought by technology. Although many universities here and abroad recognize the potential of blended learning, there is still lack of implementation on how blended learning be planned, designed and applied. In response to this need, an empirical study on the use of blended learning approach was conducted, which involved the mixing of face-to-face and online delivery methods. Thus, the main purpose of this paper was to find out the effect of blended learning (BL) approach on the students' performance in education subjects. Additionally, this work presents instructional strategies on how to effectively integrate content, pedagogy and technology to enhance the teaching and learning of education courses. This provided the most effective and efficient learning experiences on both teachers and learners with its practical applications against retailed software which often burden many universities. Finally, some implications on how to effectively blend pedagogy and technology, which inevitably lead to significant enhancement of the curriculum, were also discussed.

Comparison of an Introductory Level Undergraduate Statistics Course Taught with Traditional, Hybrid, and Online Delivery Methods

In light of the lack of consensus on the effectiveness of online education, there continues to be a need for more quantitative studies comparing hybrid, online, and traditional delivery methods. This paper compares and contrasts the three delivery methods to determine what differences exist in student completion, performance, effort, and satisfaction. Our results show better performance from the traditional section when compared to the others. We do not find statistically significant differences in student effort or in student completion. Student satisfaction was high in all sections.