Online Educational Opportunities Research Articles

Developing Digital Skills in Students through Blended Learning

The conditions that provoked changes in the system of education and its receiving by students are mentioned. Traditional, distance and hybrid forms of education their features, advantages and disadvantages are considered from the point of view of modern education. The pandemic of COVID-19 necessitated the search for conditions for further implementation of education with minimal omissions. Solving that problem remote learning was invented for the quarantine period, while providing this format, some organizations had to develop a system of educational resources and online platforms for interaction between teachers and students in a short time. There was also a need for technical support for both students and teachers in need of mastering new technologies and competencies. Despite the difficulties encountered, the conditions of the pandemic made it possible to open up new online education opportunities that could not be ignored after all restrictions were lifted. Returning to the traditional form of education there is a crucial question how can the developed online resources and platforms be used in teaching students. Hybrid form of education has been recognized as an effective innovation with a number of conditions and requirements that act as an obstacle to the organization of the educational process, including for teachers, the role of the teaching staff in this system is changing and expanding. The information and technical resources and conditions that allow for the implementation of blended learning, and some of its types, are indicated. In conclusion, the effectiveness of hybrid education is outlined, as well as the basic requirements for students studying in this form.

Examining online education at tribal community colleges

AbstractFor students at tribal colleges, online courses provide access to college coursework, particularly for non‐traditional students and students who live in rural communities. In addition, online courses provide unique opportunities for Indigenous students to connect with their tribal communities and to participate in cultural revitalization and language acquisition efforts being led by tribal colleges, regardless of their proximity to a tribal college. This article analyzes descriptive data of two‐year tribal colleges that provide a snapshot of their presence and spending to support online education. We offer policy recommendations to support greater online education opportunities for Indigenous students and to expand Indigenous cultural revitalization and language acquisition through online courses.

The Nexus of Covid-19 and Behavioral Intentions of University Students Towards Online Education

The onset of the COVID-19 pandemic has significantly disrupted the traditional pedagogical educational system worldwide. The story of Pakistan is also not different from that of the rest of the world. Pakistan’s higher education institutes were closed for classes due to the outbreak. Some universities started the virtual education system, and it is critically important to assess the behavioral intentions of university students toward online education during the COVID-19 pandemic in Pakistan. This is the first study investigating students' responses to online education during the COVID-19 pandemic. For this purpose, an online survey was conducted to obtain the students' responses from the higher institutions providing online classes during COVID-19. The results were evaluated using multivariate analysis and descriptive statistics. It was observed that there is a significant difference between male and female students concerning the positive consequences of COVID-19 on students. According to the findings, the students' intentions for online education are more concerned with saving time to complete the degree program. Higher education institutions should also provide online educational opportunities to students besides traditional physical modes. Online educational interventions will be helpful for students during unavoidable circumstances like political instabilities, natural disasters, viral disease outbreaks, etc. to complete degrees and diplomas. Doi: 10.28991/ESJ-2024-SIED1-02 Full Text: PDF

Medical Students' Perceptions of Online Education during the COVID-19 Pandemic

Aim: If we consider that online education will maintain its importance after the pandemic; determining the perceived advantages and disadvantages of online education will contribute to improving the online education opportunities of medical faculties. In our study, it is aimed to investigate the characteristics of online education experiences of medical students. Methods: The study group was composed of students who were educated in first – third classes at Pamukkale University Faculty of Medicine (total 747 students). A questionnaire created by the researchers was used in data collection. Results: Two-hundred-thirty-two people were included in the research. The most liked aspects of online education were that there was no transportation problem with 83.2% (n=193) and flexibility with 57.3% (n=133). The most common barriers to online education were internet connection problems with 77.6% (n=180) and distractions from family, pets and home environment with 60.8% (n=141). 11.6% of the participants thought that online education was more efficient than face-to-face education, while 24.6% were satisfied with the ongoing online education process. Conclusion: Satisfaction of online education can be increased and can be made more successful by developing the liked aspects of online education and working towards eliminating the obstacles in front of it. Keywords: online education, medical students, perception, COVID-19 pandemic

Current state of cytopathology residency training: a Korean national survey of pathologists.

Although the Korean Society for Cytopathology has developed educational goals as guidelines for cytopathology education in Korea, there is still no systematic approach to cytopathology education status for pathology residents. Furthermore, satisfaction with cytopathology education and with the outcome of the current training/educational program has not been investigated in Korea. This study aimed to obtain comprehensive data on the current state of cytopathology education for residents and evaluate education outcomes. An online survey was conducted in December 2020 for the board-certified pathologists and training residents registered as members of the Korean Society for Cytopathology. The questionnaire comprised questions that investigated the current status of cytopathology at each training institution, the degree of satisfaction with the work and education related to cytopathology, outcomes of cytopathology training, and educational accomplishments. Of the participants surveyed, 12.3% (132/1,075) completed the questionnaire, and 36.8% (32/87) of cytopathology residents participated. The mean overall satisfaction with cytopathology education was 3.1 points (on a 1- to 5-point scale, 5: very satisfied). The most frequent suggestion among the free description format responses was to expand educational opportunities, such as online education opportunities, outside of the individual institutions. Our results showed that cytopathology training in Korea needs further improvement. We expect that this study will inform systematic training of competent medical personnel armed with broad cytopathology knowledge and strong problem-solving abilities.

The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19

With the rapid spread of COVID-19 worldwide, governments of all countries declared the closure of educational institutions to control its transmission. As a result, institutions were under pressure to offer online education opportunities so that students could continue their education without interruption. The unintended, hasty and unknown duration of the strategy encountered challenges at all pedagogical levels, especially for students who felt stressed out by this abrupt shift, resulting in the decline of their academic performance. Hence, it is necessary to comprehend the approach that might improve students’ involvement and performance in online learning. In this context, the current study used four models to understand the phenomenon: the Task Technology Fit (TTF), the DeLone and McLean Model of Information Systems Success (DMISM), the Technology-to-Performance Chain model (TPC) and the Technology Acceptance Model (TAM). The data for this study were obtained from 404 university students from the top ten universities of Pakistan. The results analyzed using structural equation modeling (SEM) show that learner characteristics positively predict performance through user satisfaction and task technology fit mediating function. Moreover, learner characteristics were also observed to have a significant positive influence on the academic performance of the students, with the mediating functions of user satisfaction and actual usage of the system. Likewise, perceived learning moderated the relationship between learner characteristics and user satisfaction. This research work provides policymakers with a profound framework that emphasizes how employing online learning technologies can strengthen the academic potential of students.

COVID-19 Pandemisinde ergonomik sınıf tasarımı: sıraların çapraz olarak düzenlenmesi üzerine bir araştırma

COVID-19, caused by the coronavirus (SARS-CoV-2), emerged in China in December 2019 and quickly spread all over the world; deeply affected people's health and life. In early 2020, in an effort to reduce the risk of COVID-19 and prevent the spread, schools around the world essentially suspended in-person education and then began distance education. However, distance education is not a method that is particularly applicable in the field of applied education. In addition, it is thought that distance education will negatively affect the careers of graduates and the country's economy in the future. Therefore, redesign of educational institutions is inevitable in order to be ready for face-to-face education under pandemic conditions. In this paper, cross-row classrooms are designed to reduce transmission in the context of the COVID-19 pandemic: In this classroom design, student rows are cross-aligned with pandemic-compatible occupational health and safety measures. The dimensions of the designed university classroom are 14.73 m x 11.31 m x 3 m and its capacity is 29 people (28 students + 1 teacher). The cross-arranged classroom design saves 36% of space compared to straight-line classrooms. The design of pandemic-compliant classrooms should also be considered from an economic point of view (i.e cost of lightinig, ventilation and construction), as the pandemic-compliant classrooms to be designed are larger than regular classrooms. Implementing face-to-face education in health and safety approved educational environments will have positive contributions to personal development and the economy in the future. Even if the pandemic will become endemic, universities should always offer online educational opportunities.

Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)

Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary grade students, the need to examine leadership in these programs is paramount. The literature suggests that most studies focus on effective leadership in bricks and mortar schools, while limited research focuses on leadership in online programs. In this study, we aimed to explore teachers’ perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers’ experiences with leaders in their online schools and how these experiences contribute to perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for themes and categorized these into a sense of community, organizational learning and empowerment to represent teachers' perceptions of OSL. Based on these results, we suggest that OSL consists of both foundational and contextualized practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online education.
 

The Last Line of Defense: Addressing Section 512(g)’s Dwindling Capacity to Protect Educational Fair Users on the Internet

The COVID-19 pandemic has rapidly transformed education from one of the least digitized sectors in the U.S. economy to a largely online phenomenon, with up to 93% of households with school-age children relying on distance learning. The value of online educational opportunities has extended beyond traditional purveyors of education as well, with online service providers (OSPs) like YouTube reporting an increase in average daily views for educational videos produced by subscribers (“users”).
 The rise of user-generated content in online education (“educational content”) is merely part of a larger sea change as more content is uploaded to OSPs than ever before. But educational content provides a curious case study. While educational content is a nebulous concept to describe, here it may be defined as materials—from video lectures to digital course packs—that are created wholly or in part by users, uploaded to OSPs, and designed to aid in online educational pursuits. Because copyrighted works play a central role in the explication of such topics as literature, art, and music, any increase in educational content will also inevitably bring with it an increase in the use of copyrighted materials. Even though educational uses of copyrighted works are often considered to be fair use, users who incorporate these works into their educational content remain vulnerable to infringement claims, which can cause their educational content to be removed.
 This lack of protection for educational content applies to all users—“non-institutional” or “institutional”—who create and upload teaching materials containing portions of copyrighted works. Educational content therefore provides a compelling case study illustrating the limited defenses afforded to all user-generated content, whether or not it is educational in nature: If fair use educational content is considered non-infringing but nevertheless subject to removal under the guise of copyright infringement, then any non-infringing user-generated content is potentially vulnerable to the same fate. Indeed, in response to the COVID-19 pandemic, YouTube increased the automation of its takedown practices, making it easier for rightsholders to have content that incorporates their copyrighted works removed—regardless of the purpose of the use.
 While the situation may look bleak for producers of both educational and non-educational content, users possess a shield against erroneous takedown notices. Enacted as part of the Digital Millennium Copyright Act (DMCA), the § 512(g) counter-notification measure grants OSP users the ability to contest the takedown of their content. However, studies have shown that this feature may generally be under-utilized, both in terms of overall volume and in relation to the amount of potentially invalid takedown notices that may warrant its use. Moreover, given additional evidence that submitted counter-notifications may be erroneous more often than not, this Note argues that the main issues plaguing the counter-notification system point to an overdeterrence of the wrong users—that is, users such as university professors and other educational content creators who are permissibly using copyrighted materials.
 This Note provides a more thorough examination of the issues besetting the counter-notification process, particularly with respect to its use in education. In Part I, I discuss the functionality of the counter-notification process within the greater legal and historical background of the DMCA, focusing on the unique challenges faced by educational content creators who seek to use counter-notifications on YouTube. In Part II, I discuss the tripartite problem facing counter-notification petitioners: (1) Counter-notifications are under-utilized overall; (2) counter-notifications are over-utilized by pirates for whom the educational fair use defense does not apply; and (3) the timeframe for “putting back” material is costly to users and rightsholders alike. Finally, in Part III, I propose a “First Shot” system whereby a preemptive “counter-notification” can be used to assert educational fair use and delay takedown of educational content before a rightsholder acts. The First Shot therefore substitutes for the regular counter-notification, a privilege only for educational “Fair Users.”

The (im)possibilities of education in Amazonia: assessing the resilience of intercultural bilingual education in the midst of multiple crises

ABSTRACT Transition to distant education modality due to Covid-19 pandemic raised concerns about widening educational inequalities worldwide. This article examines Amazonian Indigenous youths’ access to upper secondary schooling in Ecuador and the resilience of the Intercultural Bilingual Education system in the face of global health emergency with other concurrent crises. The majority of students and teachers in the studied schools lack access to online education opportunities, while self-study guides proved to be a feasible way to continue studying. This study demonstrates the weak response of the state, highlights Indigenous community resilience and concludes with Indigenous visions for future education.

Online Training as a Means to Improve the Understanding of Ethical, Legal, and Social Aspects of Biobanking Research: Stakeholder Perspectives from South Africa.

Introduction: The proliferation of biobanking activities demand a review of current training opportunities for service providers and researchers, specifically related to the ethical, legal, and social issues (ELSI) of biobanking research. Such information could be useful for planning and developing an educational course. However, it is equally important to explore the platform for offering such a course. Aim and Objectives: This study explored stakeholder perspectives on training needs in biobanking research and the use of an online training platform for such educational purposes. Methods: An exploratory study design using qualitative data was used. The study sample comprised selected stakeholders (n = 25) including biobankers, clinicians, researchers, postgraduate students, and research ethics committee members. Semi-structured in-person or Skype interviews were conducted and all ethical considerations were upheld. The interview focused on participants' perspectives on the accessibility and applicability of current available courses, and advantages and disadvantages of online biobanking courses. Data were analyzed using thematic analysis. Results and Discussion: The following themes arose from data analysis: inadequate availability of online courses, and advantages and disadvantages of online courses and opportunities for a successful training course. There was general consensus regarding the limited availability of context-specific training opportunities on the ELSI of biobanking. The majority of participants were previously self-taught and therefore relied on existing literature and collaborations with international biobanking groups for ongoing learning. Some respondents indicated that the costs of such available training courses were exorbitant. Some respondents also felt that available courses were not tailored to the specific needs of a diverse audience in biobanking. Apart from access, respondents reported possible challenges with internet connectivity and availability of data. Conclusion: Respondents expressed a need for affordable and focused online educational opportunities in biobanking, but highlighted that these courses need to be contextualized and integrated into other learning activities.

Improving nursing students' confidence in caring for persons with dementia

BackgroundNursing students need experiences providing patient centered care for persons with dementia. MethodsStudents were provided with a voluntary opportunity to complete an online educational module that focused on caring for persons with dementia. Dementia knowledge was measured with the Alzheimer Dementia and Knowledge Scale and confidence was assessed with the Sense of Competence in Dementia Care Staff Scale. ResultsData suggested that students developed an increased confidence in caring for persons with dementia after the education. Key to person centered care, students demonstrated an increased ability to sustain person hood and build relationships. ConclusionsThe growing complexity and needs of persons with dementia in various practice settings requires a nursing workforce able to apply clinical reasoning and provide person centered care. Further studies are needed exploring the effects of online educational opportunities on learning outcomes and clinical reasoning to build confidence in caring for persons with dementia.

Online action planning forums to develop a roadmap to mitigate the impact of COVID-19 on the delivery of global children's surgical care.

PurposeWe aimed to understand the challenges facing children’s surgical care providers globally and realistic interventions to mitigate the catastrophic impact of COVID-19 on children’s surgery.MethodsTwo online Action Planning Forums (APFs) were organized by the Global Initiative for Children’s Surgery (GICS) with a geographically diverse panel representing four children’s surgical, anesthesia, and nursing subspecialties. Qualitative analysis was performed to identify codes, themes, and subthemes.ResultsThe most frequently reported challenges were delayed access to care for children; fear among the public and patients; unavailability of appropriate personal protective equipment (PPE); diversion of resources toward COVID-19 care; and interruption in student and trainee hands-on education. To address these challenges, panelists recommended human resource and funding support to minimize backlog; setting up international, multi-center studies for systematic data collection specifically for children; providing online educational opportunities for trainees and students in the form of large and small group discussions; developing best practice guidelines; and, most importantly, adapting solutions to local needs.ConclusionIdentification of key challenges and interventions to mitigate the impact of the COVID-19 pandemic on global children’s surgery via an objective, targeted needs assessment serves as an essential first step. Key interventions in these areas are underway.

Recursos educativos abiertos en comunidades virtuales docentes

Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.

МЕРЕЖЕВА ФОРМА ЗДОБУТТЯ ОСВІТИ ЯК МОДЕЛЬ РЕАЛІЗАЦІЇ ІНДИВІДУАЛЬНОЇ ОСВІТНЬОЇ ТРАЄКТОРІЇ ДИТИНИ З ПОРУШЕННЯМИ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

The paper presents an analysis of the mechanism of introduction of the network form of education as tool for the interaction of subjects of educational activity in the implementation of the individual educational trajectory of children with intellectual disabilities. Emphasis is placed on this group of children as one of the most vulnerable groups of students who need balanced approach to the design and implementation of the educational trajectory. It is online education that is designed to take this aspect into account, to give everyone the opportunity to get an education according to their uniqueness.The authors provide proposals for the involvement in the online form of education for children with intellectual disabilities of special education institutions, as they concentrate valuable material and technical human resources – qualified teachers and special educators with experience. In addition, this paper describes the order of interaction of participants in the educational process in organizing a network form of education. In particular, specialists of inclusive resource centers, who, as direct participants in the implementation of individual educational trajectory of a child with intellectual disabilities, should tell parents, teachers, and partners about online education opportunities. The child will effectively pass the way to the end point of his own outlined individual educational trajectory. This paper also provides recommendations for the participants of the network cooperation in the same order as when working in a team of psychological and pedagogical support in organizing “classical” inclusive education. Online education provides an opportunity to involve the educational process of therapists, psychologists, coaches, artists who have techniques to increase creativity and formation in children with intellectual disabilities of life and key competences. In the end, this will expand their access to various resources and opportunities.

663-P: Online Diabetes Nutrition Education for American Indian and Alaska Native Adults with Type 2 Diabetes: Stakeholder Perspectives

Nutrition education is known to promote healthful dietary behaviors and reduce diet-related complications among people with diabetes. American Indians and Alaska Natives (AIAN) have more than double the risk for type 2 diabetes (T2D) and diabetes-related complications than non-Hispanic whites. Despite the high prevalence of T2D in AIAN communities, AIANs often lack access to diabetes-related nutrition education, particularly resources targeted to AIAN audiences. Literature suggests that online nutrition education may effectively serve low-income audiences, but research specific to AIANs is scarce. We employed qualitative focus group and individual interview methods to understand stakeholder perspectives on the feasibility of an online eLearning diabetes nutrition education program for AIAN adults with T2D. We interviewed four types of stakeholders, including: experts in AIAN diabetes nutrition education (n=9); AIAN educators, Native elders, and tribal leaders (n=11); and AIAN adults with T2D (n=29) and their family members (n=22) at 4 geographically distinct urban and reservation sites. Focus groups and interviews were recorded and transcribed verbatim. The constant comparison method guided data coding and thematic analysis and Atlas.ti (Mac Version 8.0) was used to digitalize the analysis. Participants shared that smartphone-based Internet access is common among AIAN adults, except for the very old. Sixty percent of focus group participants indicated that they use the Internet at least daily. Participants reported interest in online education opportunities that are reputable, culturally adapted for AIAN people, and smartphone friendly. Educators and leaders indicated that access to a registered dietitian and food resource management education via online learning would provide Native people with the additional support needed to eat healthfully in communities with high rates of food insecurity and limited access to healthy food. Disclosure S.A. Stotz: None. A.G. Brega: None. K.R. Moore: None. Funding American Diabetes Association (4-18-SMSC-01 to K.R.M.)

МОДЕЛЬ РЕАЛИЗАЦИИ ПОДГОТОВКИ УЧИТЕЛЕЙ-НАСТАВНИКОВ И СТУДЕНТОВ-ИНТЕРНОВ В СФЕРЕ ЦИФРОВЫХ ПЕДАГОГИЧЕСКИХ КОМПЕТЕНЦИЙ

Problem and purpose. The article reveals the essence of the problem of training in the field of digital pedagogical competences in accordance with the topical directions of development of the education system in Russia. The purpose of the study is to develop a set of organizational and pedagogical conditions aimed at integrated training of working pedagogues, teachers and students of pedagogical universities for the implementation of labor functions in accordance with the social order, designated by state policy, for the effective use of digital means of educational purposes, associated with modern pedagogical technologies and online education opportunities. The methodology. Scientific and pedagogical bases for research served as a set of initial theoretical justifications: 1) the provisions of the competence approach to describe the nature and structure of competencies as an educational result; 2) the key provisions of the system – and personality-activity approaches to describe the nature and types of educational and cognitive activity; 3) the idea of personality-oriented education and technologization of the educational process for modeling individual educational trajectories of subject clusters participants; 4) technologies of context training, the theory of step-by-step formation of new knowledge and actions, activity models of training for modeling the structure and content of training; 5) the identified patterns of formation and development of professional ICT competence of teachers, ideas about cluster-distributed models of pedagogical process implementation. Results. The paper substantiates the content and implementation model of integrated training in the field of digital pedagogical competencies of secondary school working teachers, teachers of information technology and methodological disciplines and students of pedagogical university, sent throughout the final year to schools for practical development of ways of labor functions implementation (pedagogical internship). The conclusion. The results obtained at the moment allow us to conclude that a possible solution to the problems of training of future and working teachers in the field of digital pedagogical competencies is an integrated model that exists in a cluster-distributed form within the pedagogical internship. This model implies a number of organizational and pedagogical conditions associated with both the content and the nature of the organization of interaction of all the participants with the help of a separate structure – the Center of digital pedagogical competencies.

The Best of Both Worlds: A Proposal for Hybrid Teacher Education

Recent advances in technology have created a surge in online educational opportunities, increasing accessibility to education. However, online learning suffers from criticism that these courses are substandard in comparison to traditional classes, despite research that suggests otherwise. We discuss our personal experiences with traditional and online education, highlighting their advantages and disadvantages. Guided by the Universal Design for Learning (UDL) framework, we propose the development of a hybrid teacher education program that utilizes the best facets of both traditional and online education.

Multi-society Presidents' page: The value of membership in your sub-specialty society.

Multi-society Presidents' page: The value of membership in your sub-specialty society.

Gerasimos Filippatos MD FESC FHFA, outgoing president of the Heart Failure Association of the European Society of Cardiology.

Gerasimos Filippatos MD FESC FHFA, outgoing president of the Heart Failure Association of the European Society of Cardiology.