Online Teaching Experience Research Articles

Nursing faculty readiness to teach online: a survey of nursing educators from Saudi Arabia and the UK

BackgroundNursing Faculty’s readiness to teach online has been recognized as a critical prerequisite for effective online teaching.AimTo examine the Nursing Faculty’s level of readiness to teach online among a sample of nursing educators from Saudi Arabia and the UK.MethodsA convenient sample of 152 (46%) Nursing Faculty from five universities across Saudi Arabia and the UK completed Part 2 of The Faculty Readiness to Teach Online (FRTO)’ survey between February – June 2021. Mann-Whitney U and Kruskal-Wallis One-Way Analysis of Variance tests were used to examine the differences in the average median scores of the participants’ responses across selected independent variables.ResultsNursing Faculty from Saudi Arabia universities have scored significantly higher Median score than their British counterparts on the Course Design subscale (z=-2.6, p = 0.01) and Time Management subscale (z=-4.403, p = 0.001), and Nursing Faculty who completed a training course before they can teach online have also scored significantly higher median score than those who didn’t on the same two subscales respectively (X2 = 6.15, df = 2, p = 0.05), (X2 = 12, df = 2, p = 0.002). Female Nursing Faculty scored significantly higher median score than male Nursing Faculty on the Course Communication subscale (z=-2.73,p = 0.006). Moreover, Nursing Faculty who mostly used asynchronous online teaching significantly scored the highest median score on the technical subscale (X2 = 8.64, df = 3, p = 0.03). The number of years of teaching online emerged as a key factor for defining the Nursing Faculty’s level of readiness to teach online. For example, those Nursing Faculty with 6 years and longer of online teaching experience have scored significantly higher median scores on in Course Communication (X2 = 23.4, df = 4, p = 0.00), Time Management (X2 = 13.2, df = 4, p = 0.01) and Technical (X2 = 10.13, df = 4, p = 0.008) subscales compared with those with less than 6 year of online teaching experience. Nursing Faculty across Saudi and British universities who teach on MSc program have scored significantly higher median scores than those who teach on other programs on all four subscales.ConclusionThe Nursing Faculty expressed a high level of competency in teaching online, with significant variations based on socio-demographic parameters. Future research needs to examine the factors that shape the Nursing Faculty’s readiness to teach online.

Exploring Educators' Perceptions and Experiences of Online Teaching to Foster Caring Profession Students' Development of Virtual Caring Skills: Sequential Explanatory Mixed Methods Study.

Professionals in caring disciplines have been pivotal in advancing virtual care, which leverages remote technologies to deliver effective support and services from a distance. Educators in these caring professions are required to teach students the skills and competencies needed to provide high-quality and effective care. As virtual care becomes more integral, educators must equip students in these fields with both interpersonal and technological skills, bridging traditional hands-on learning with digital literacy. However, there is a gap in evidence exploring educators' perceptions and experiences of teaching caring profession students about virtual caring skills within online environments. This study aims to better understand caring profession educators' online teaching experiences to foster student development of virtual caring skills and competencies. We used a sequential explanatory mixed methods approach that integrated a cross-sectional survey and individual interviews with educators from caring professions to better understand caring professional educators' online teaching experiences to foster student development of virtual caring skills and competencies. The survey's primary objectives were to examine the various elements of existing e-learning opportunities, delve into educators' perspectives and encounters with these opportunities, and identify the factors that either facilitated or hindered online teaching practices to support students in developing virtual caring skills and competencies. The individual interview guides were based on survey findings and a systematic review of the evidence to gain deeper insights into educators' experiences and perspectives. A total of 82 survey participants and 8 interview participants were drawn from educators in the fields of education, medicine, nursing, and social work. Various instructional methods were used to help students develop virtual caring skills, including reflections on learning, online modules, online discussion boards, demonstrations of remote care, and consultation with clients. There was a statistically significant difference between educators' level of experience teaching online and their satisfaction with online teaching and learning technologies (P<.001) and between educators' faculties (departments) and their satisfaction with online teaching and learning technologies (P=.001). Participants identified barriers (time constraints, underdeveloped curriculum, decreased student engagement, and limited access to virtual caring equipment and technology), facilitators (clearly defined learning objectives, technology software and support, teaching support, stakeholder engagement, and flexibility), and principles of teaching virtual caring skills in online environments (connection, interaction, compassion, empathy, care, and vulnerability). Our study identifies the barriers, facilitators, and principles in teaching virtual caring skills, offering practical strategies for educators in caring professions. This study contributes to the growing body of educational research on virtual caring skills by offering educator insights and suggestions for improved teaching and learning strategies in caring professions' programs. As educational practices evolve, future research should explore how traditionally in-person educators can effectively teach virtual caring skills across diverse contexts.

Inclusive Online Teaching: A toolkit

This article introduces a comprehensive open-access online toolkit as a resource for online educators, seeking to engage in continuous improvement of their inclusive teaching practices. The toolkit was created as an output following participation in a three-semester Faculty Institute for Inclusive Excellence. Two of the developers who focus on inclusivity, equity, and culturally responsive teaching acted as mentors, contributing to the creation of the toolkit and ultimately the professional development of the primary creators. All authors have extensive experience teaching online with a minimum of 10 years facilitating online learning in adult and higher education. Within the toolkit, the authors share frameworks/lenses that have shaped its development, describe its core domains and content areas, and outline important implications for inclusion in online learning all based on personal experience and the prevailing literature.

Social Media Platform Based Evaluation of Teaching Style on Online Education System using Heuristic Search with Stacked Sparse Autoencoder Model

As online education has become increasingly prominent, the primary objective of this study is to evaluate students' opinions of online classes taught by teachers with no prior experience in online teaching, focusing on their teaching style, teaching efficiency, and pedagogy in the online classroom. Online teaching is a kind of teaching system that depends on network management technology. It concludes the teaching method by the process of live courses or recorded courses employing software containing special online teaching environments and any APP software employed for teaching. Social media, with its massive pool of user-generated content and instant feedback, offers a great opportunity to calculate teaching styles in online class management. Therefore, this study offers a Social Media Based Evaluation of Teaching Style in Online Education Systems using Heuristic Search (SMBETS-OESHS) Algorithm. The main objective of the SMBETS-OESHS technique for evaluate teaching styles in online education systems using insights derived from social media platforms. At primary stage, the SMBETS-OESHS model takes place linear scaling normalization (LSN) is implemented for scaling the input data. Next, the bayesian optimization algorithm (BOA) based feature selection process can be employed to allow for the detection of the most relevant features from the data. In addition, the SMBETS-OESHS model exploits stacked sparse autoencoder (SSAE) technique for classification process. In order to achieve optimal performance, the SSAE model parameters are fine-tuned using the improved beetle optimization algorithm (IBOA), ensuring robust evaluation accuracy. The experimental validation outcome of the SMBETS-OESHS algorithm undergoes and the performances are examined over various measures. The simulation outcome stated that the enhanced solution of the SMBETS-OESHS system over the recent techniques.

Empowering Learners: The Impact of AI-Enhanced Learning Experience and Recommendations in Online Education

Empowering Learners: The Impact of AI-Enhanced Learning Experience and Recommendations in Online Education

STATE BOREDOM IN ONLINE CLASSROOMS: A STUDY OF NOVICE AND EXPERIENCED IRANIAN EFL TEACHERS

Teachers and students frequently experience positive and negative emotions in EFL classrooms. Boredom is a negative feeling whose detrimental influence on various aspects of the learning process and achievement has been well established. However, in the EFL context, particularly among EFL teachers, this aspect remains under-examined. Using a mixed-methods research design, the current study examined 263 Iranian novice and experienced EFL teachers with online teaching experience to compare their state boredom and perceptions of its signs. For qualitative analysis, 15 novice and 15 experienced teachers were selected from the respondents to review their open-ended questionnaire answers. Additionally, 16 teachers participated in a semi-structured interview. The results of Mann-Whitney U-test revealed a significant difference in state boredom between teacher groups, with novice teachers experiencing higher level of boredom in online classrooms. Qualitative analysis using MAXQDA showed differing perceptions of boredom between novice and experienced teachers in online settings. Novice teachers primarily viewed boredom as attention failure, while experienced teachers had a deeper understanding, including loss of motivation and enthusiasm. The results suggest that targeted support and training for novice teachers in online environments are critical approaches to enhance engagement and reduce boredom, fostering a more comprehensive understanding of motivational factors.

Signs of Serendipitous Universal Design for Learning in Online Courses

Universal Design for Learning (UDL) is a well-established framework in K-12 education in the United States, but it has been slow to advance through higher education (Tobin and Behling, 2018). One potential reason may be lack of explicit knowledge about UDL; however, extending Behling’s (2020) notion of “accidental UDL,” aspects of UDL may be serendipitously implemented by instructors and course designers without full knowledge of the framework. This study used sensemaking (Weick et al., 2005) to explore specific interview responses of 33 online instructors with ten or more years of experience in online education to explore 1) what aspects of UDL online instructors used when designing and teaching online courses and 2) what aspects of sensemaking online instructors used when describing their serendipitous use of UDL. Analysis of these questions using an adapted phronetic iterative approach (Tracy 2020) revealed several themes. First, analysis indicated that instructors used aspects of all three principles of UDL when designing and teaching their courses: Engagement, Representation, and Action &amp; Expression. Second, analysis found aspects of sensemaking – noticing, bracketing, labeling, and acting – with 11 full exemplars, demonstrating instructors cognitively working through the full sensemaking framework in speaking about their serendipitous use of UDL. We suggest that sensemaking explains how instructors might serendipitously incorporate parts of UDL into their course design. Further, we suggest that sensemaking could ease instructor transitions from serendipitously implementing strategies aligned with UDL to deliberately designing a course using a robust understanding of UDL as a framework.

CPI Welcomes the Winter 2024 Special Issue Spirit, Heart, and Reconciliation" With Apooyak'ii / Tiffany Hind Bull-Prete, Celia Haig-Brown, Cecille DePass, Invited Guest Editors

Introduction to the Winter 20234 Issue of Cultural and Pedagogical Inquiry (Volume 15, Number 2) entitled “Spirit, Heart , and Reconciliation” welcoming guest editors Apooyak'ii /Dr. Tiffany Hind Bull Prete, Celia Haig-Brown, and Cecille DePass. This Special Issue concentrates on culturally responsive, online assessment and pedagogy and addresses the ways in which educators and students grappled with online educational experiences during the 2020-2023 global pandemic

The Effect of Convenience, Attractiveness, and Motivation on the Effectiveness of Online and Offline BIPA Learning Based on Teacher Perceptions

Teachers must create an engaging, convenient, and motivating learning environment to ensure the effectiveness of both online and offline BIPA learning. This research aims to identify the characteristics of BIPA (Indonesian Language for Foreign Speakers) teachers and analyze the differences in the levels of effectiveness, attractiveness, motivation, and convenience experienced by teachers during offline and online learning. Furthermore, this research examines the impact of Convenience (ease of access and flexibility), Attractiveness (appeal of content and methods), and Motivation (strategies to inspire engagement) on the overall Effectiveness of BIPA learning based on teacher perceptions. The study finds that Convenience, Attractiveness, and Motivation significantly influence the overall Effectiveness of both online and offline BIPA learning. Additionally, this study seeks to identify strategies teachers employ to foster interest and motivation among BIPA students in both learning modes. This study employs a cross-sectional research design with 100 BIPA teachers as respondents. Data were analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM). The findings indicate that BIPA teachers are generally Indonesian citizens with less than one year of online teaching experience. The study reveals that the attractiveness, convenience, and effectiveness levels are higher offline than online learning. Moreover, attractiveness has a significant positive effect on effectiveness. Field trips are vital activities that generate interest and motivation in offline learning, while simple materials and applications are pivotal in online learning. This research highlights the positive aspects and activities undertaken by BIPA teachers to enhance the effectiveness of online and offline learning.

The Learning Wave

Today’s learners are immersed in engaging virtual activities such as video games, social media, and streaming services. These platforms set high expectations for user engagement, providing experiences that are user-centred and intrinsically motivating. Online learning must now compete with these digital environments for learners' attention, necessitating a transformation in its approach to increase retention and satisfaction. The Learning Wave is a novel Learning Experience Design framework that addresses this challenge by two key psychological theories: Self-Determination Theory (SDT) and Flow Theory. SDT, developed by Deci and Ryan (2000), posits that intrinsic motivation is driven by three psychological needs: autonomy, competence, and relatedness. Flow Theory, introduced by Csikszentmihalyi (1990), is a highly functional state helping learners boost their academic performance through immersion in the activity and provides incentives for personal growth (Rodriguez-Ardura &amp; Meseguer-Artola 2016). By applying these theories, The Learning Wave generates learning experiences that positively impact learning behaviour through enhanced engagement and motivation. The framework applies strategies from digital and serious games, combining them with storytelling techniques and instructional design models to create a modern pedagogical approach to the design of online courses. At its core, The Learning Wave utilises a three-phase pattern: learn, reflect, and challenge. This structure enables learners to progressively build understanding, review and reflect on their learning, and apply their knowledge and skills to real-world scenarios. The framework employs Semantic Waves (Maton, 2013) as a construction methodology, ensuring a thoughtful progression of the learner from basic understanding to advanced application of concepts, and facilitating the creation of Flow states by gradually increasing complexity to match learner skill development. Complementing the learner experience is the use of storytelling. By incorporating narrative elements, the learning experience is enriched with contextual depth, diverse perspectives, and emotional engagement, factors known to enhance retention and application of knowledge (Landrum et al., 2019). This approach also supports the relatedness aspect of SDT, fostering a sense of connection to the learning material. As a visual tool, The Learning Wave allows instructional designers to map out the entire learning experience, illustrating how learners progress through different phases. It incorporates a series of learning moments, points of reflection, and challenge events, charting the learner's journey from novice to competent problem-solver. The framework's flexibility accommodates both high-level designs and intricate, complex experiences. The Learning Wave has been incorporated as the foundational pedagogy in the development of twelve postgraduate microcredentials at Western Sydney University, with qualitative and quantitative feedback showing learners are motivated and more confident with the knowledge and skills they are developing. Further analytics, articles, case studies, and publications are forthcoming. This poster presentation demonstrates how The Learning Wave framework transforms online learning. It showcases the 3-stage pattern, alignment with storytelling techniques, and process of gaining strategic knowledge through information deconstruction and reconstruction. It highlights how this approach, grounded in educational theories and modern engagement techniques, can enhance learner motivation, improve knowledge retention, and lead to more effective online educational experiences in our digital world.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

Towards a New Era of Flexibility: Student and Staff Reflections on Online Learning

Higher Education is in the midst of a digital revolution, with institutions bidding to harness the potential of technology. Periods of online learning experienced during recent times have accelerated the move towards widespread adoption, affording institutions the opportunity to evaluate and reflect on digitally mediated approaches. This report focuses on student (n = 584) and staff (n = 54) experiences of online teaching and learning in a large UKHEI Psychology department. Findings from mixed methods surveys suggest that while staff and students were largely satisfied with the online teaching and learning experience, differences were evident in undergraduate and postgraduate perceptions. Further, a thematic analysis identified emergent themes from staff (teaching and working online, student engagement with online learning and looking to the future) and student (experiences of emergency provision, accessing support, and teaching methods) qualitative responses. This paper reflects on how the perceptions and experience of online learning will influence the future success of flexible online learning in a post-pandemic era of Higher Education.

Development, validation, and feasibility of a tele-yoga module for patients with hypothyroidism

BackgroundHypothyroidism is a deleterious non-communicable disease adversely affecting the metabolism, growth, and development of the individual. Yoga is a form of mind-body medicine that has shown a positive effect in managing the symptoms of hypothyroidism. This study aims to test the acceptability and viability of a Scientific Yoga Module (SYM) specific to hypothyroidism as a telehealth concept. MethodThe study was conducted in three phases. The first phase was to design and develop a yoga module post a thorough review of ancient and modern literature, suitable for the tele-mode of teaching and learning perspective; the second phase was to validate the module by the subject matter experts whereby 40 experts from various fields of yoga science, yoga therapy, and yoga research reviewed and endorsed the yoga module; in the third phase, a feasibility test through tele-mode for hypothyroidism patients living in the local community who volunteered to take part in the study was conducted with a sample size of 15 patients, were selected based on the inclusion and exclusion criteria of the study. The live session of tele-yoga intervention was imparted for 60 minutes; 6 days a week; for 2 weeks by a certified yoga therapist with over five years of online teaching experience. A pretested questionnaire was used to assess the regularity and ease of practice; efficacy of the module; construct satisfaction and any adverse effects. ResultA total of 31 practices were suggested for hypothyroidism by the researchers. Out of which 24 practices were approved by the experts to be formulated as SYM with a content validity ratio (CVR) cut-off value ≥ 0.29. For the feasibility study, the mean age of the participants was 41.6±9.6 years. The result of the feasibility study was calculated in percentage whereby scores closer to 100 % determine better feasibility of the module practice. The feasibility questionnaire was divided into 3 sections and shows the average percentage scores obtained within each section as follows – (a) ‘Regularity and ease of practice’ (93.3 %); (b) ‘Efficacy of the module’ (91.1 %); (c) ‘Construct satisfaction’ (81.9 %). The overall feasibility of the module obtained an average of 88.7 % with no adverse event attributed to the study. ConclusionTo the best of our knowledge, this study is the first attempt that designs, validates, and tests the feasibility of SYM as an adjunct therapy suitable for telehealth for treating hypothyroidism along with conventional medicine and found to be effective, safe, and feasible. It recommends tele-yoga as a potential tool for digital health for long-term practices to lead a healthy life. This study may be used as a preliminary study to further conduct large randomized controlled trials as a telehealth concept.

Integrating Biotechnology Virtual Labs into Online Education Platforms: Balancing Information Security and Enhanced Learning Experiences

Information and Communication Technology (ICT)-enabled virtual labs to offer an online educational experience utilizing computer-based teaching resources (scenes, simulations, and remote-trigger activities) to enhance the active studying experience. This article discusses a project established to improve university and college instruction, which is evolving into a sophisticated training setting for addressing the geographical, social, and financial obstacles in the interdisciplinary domain of science learning, particularly in India. A pedagogical assessment was conducted through seminars and online comments to examine the function of biotechnology simulations in the contemporary school system, involving various student and instructor groups from many Indian institutions. This chapter discusses the utilization of biotechnology virtual laboratories in biotechnology to enhance teaching and learning processes through user involvement and how these technologies successfully mitigate the challenges of laboratory schooling, particularly in remote regions. The findings from user feedback evaluation indicate that online laboratories are advisable to incorporate into blended classes in giant classrooms to improve self-sufficient instruction and enhance virtual laboratory education in isolated and financially disadvantaged institutions.

Deep learning enabled exercise monitoring system for sustainable online education of future teacher-trainers

IntroductionIn recent years, the importance of effective training methods for future physical education teacher-trainers has grown significantly, particularly in the context of online education.MethodsThis research introduces a pioneering Deep Learning Enabled Exercise Monitoring System aimed at enhancing the online education experience for these trainers. The study employs a skeleton-based approach utilizing the PoseNet model to monitor and provide real-time feedback on physical exercises such as pull-ups, push-ups, sit-ups, squats, and bicep workouts. The system achieves a remarkable accuracy rate of 99.8% by analyzing key skeletal points extracted from video frames, addressing the challenge of ensuring correct exercise execution without physical supervision–a common issue in remote learning environments.ResultsTo validate the system’s effectiveness, data was collected through a series of controlled experiments involving various exercises. The system’s design focuses on low-resource requirements, making it accessible and sustainable for diverse educational contexts.DiscussionThe findings demonstrate the system’s potential to revolutionize online physical education by offering a balance of technological innovation and educational utility. This research not only elevates the quality of training for future educators but also contributes to the broader field of sustainable digital education technologies.

Arabic Teacher’s Humanistic Deauthorization: Online Teaching Experience in Islamic Higher Education

The distance learning policy poses several challenges for Arabic teachers, students, and parents and causes a decrease in humanistic authority among teachers. Online learning tends to weaken their role in this aspect. This study identifies activities teachers can no longer do during online Arabic learning. In addition, this study also explores the factors that cause the erosion of this humanistic role. Using a qualitative descriptive method through interviews and focus group discussions (FGDs) with several teachers, this study found seven challenging activities for teachers, such as providing individual guidance to students face-to-face. Technology that acts as a communication medium between teachers and students causes limitations in understanding each student's character in depth. It is recommended that educators adopt a more adaptive approach, which can view students as active subjects in the learning process.

Online teaching experience of the healthcare faculty during the pandemic: A cross sectional analysis.

COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty's perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli's test. From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic.

The impact of the COVID-19 pandemic on students’ future online education behaviour

BackgroundThe COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic. Objective/AimThe aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model. Methods/InstrumentsAn empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0. ResultsThe novelty of the paper is that it tries to address students’ perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses. Conclusions/implicationsIn crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.

Interaction patterns in online/distance learning at higher education: A case study of biology education

This study investigates tutor-student interaction patterns in online learning environments, aiming to unveil effective strategies for optimising the online educational experience. Guided by a qualitative approach employing a case study design, this study delves into the interaction and written communication dynamics among 65 students and their tutors participating in four-course programs within the biology education study program. The observational and analytical phases focused on unravelling the nuances of online interactions. Subsequently, follow-up interviews were conducted to glean deeper insights and understanding into the observed patterns of communication and engagement between students and tutors. Through the qualitative analysis procedure, five distinct interaction patterns emerged from the analysis, ranging from tutor-initiated questions to collaborative exchanges among students and tutors. Each pattern offers unique insights into fostering engagement, feedback, and peer-to-peer learning dynamics. As online education continues to evolve, understanding and leveraging these identified tutor-student interaction patterns provide valuable insights for educators and instructional designers. Recognising the diverse ways in which interactions unfold is instrumental in enhancing the quality and effectiveness of online learning, fostering student engagement, and achieving the overarching goals of online education.

Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.

This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.