Online Education Programs Research Articles

Using fake news as means of cyber-bullying: The link with compulsive internet use and online moral disengagement

Online moral disengagement and cyberbullying can enhance fake news spreading. We explored the links between these variables and compulsive Internet use in a sample of 509 teenagers and adults aged 11 to 67. We investigated the effect of compulsive Internet use on cyberbullying through fake news creation and/or distribution, both direct and via moral disengagement, and the related differences between adults and teenagers. The indirect effect of compulsive Internet use on cyberbullying through moral disengagement was significant in adolescents, but not in adults. As assumed, teenagers scored significantly higher than adults on all the primary variables. Contrary to our expectations, no significant gender differences emerged, regardless of participants' age, in terms of compulsive Internet use, moral disengagement, nor cyberbullying. The results emphasize the importance of relevant online education programs designed to engage both teenagers and adults in critical thinking that might help in the fake news detection process, especially during the COVID-19 pandemic.

Effectiveness of a nurse-led online educational programme based on basic insulin therapy in patients with diabetes mellitus: A quasi-experimental trial.

To evaluate the effectiveness of a nurse-led online educational programme based on patients with diabetes mellitus treated with initial basal insulin therapy. Patients with type 2 diabetes mellitus (T2DM) need to be treated with insulin to control hyperglycaemia and reduce the risk of diabetic complications when oral hypoglycaemic drugs are not effective or contraindicated. Current practices emphasise the leading role of nurses in patients treated with initial basal insulin therapy after discharge. The introduction of nurse-led online education within this area is a relatively new programme. This study was a quasi-experimental, nonequivalent, two-group, comparison group design. The study selected 800 patients with T2DM hospitalised in the Department of Endocrinology at a Chinese hospital from July 2018 to June 2020 who were initially treated with insulin. According to the time sequence, 400 patients from July 2018 to June 2019 were divided into the control group and 400 patients from July 2019 to June 2020 into the intervention group. The control group received routine health education and doctor-led follow-up based on routine health education. The intervention group received systematic health education and online insulin injection activities led by nurses. The effects were evaluated after 3 and 6months of intervention. The TREND checklist was followed to ensure rigour in the study. In total, 339 patients were enrolled in the intervention group and 333 patients within the control group. According to the analysis, 3months after the intervention, the compliance rate of fasting blood glucose (FBG) (rate difference: 0.078, 95% CI: 0.006-1.150, p<.05) and HbA1c (%) (rate difference: 0.070, 95% CI: 0.001-0.137, p<.05) between the intervention and control groups were statistically significant; 6months after the intervention, the compliance rate of FBG (rate difference: 0.077, 95% CI: 0.007-0.14, p<.05) and HbA1c (%) (rate difference: 0.106, 95% CI: 0.324-0.180, p<.01) between the intervention and the control groups were statistically significant. The total score of the 'My Opinion on Insulin' scale in the intervention group was (80.18±6.68), and in the control group was (71.15±8.17), there was a significant difference in the scale between the two groups (mean difference: 9.03, 95% CI: 7.900-10.160, p<.01). Through a multivariable regression model, in order to correct the important baseline characteristics, the daily insulin dosage, and the total score of the 'My Opinion on Insulin' scale after 6months of intervention were independent risk factors for the two intervention methods in diabetic patients treated with initial basal insulin therapy (p<.05). A nurse-led online programme was feasible and effective for patients with diabetes mellitus treated with initial basal insulin therapy. This programme could effectively be used to reduce the patient's daily insulin dose, as well as improve the patients' compliance using insulin therapy. Nurse-led online education has a role in implementing a safe, standardised, and sustained approach to patients with diabetes mellitus treated with initial basal insulin therapy during follow-up after discharge.

Collective conceptualization of parental support of dual career athletes: The EMPATIA framework.

BackgroundThis study aimed to use a concept mapping methodology to develop a European framework of the needs of parents/guardians (P/G) for supporting athletes combining sport and education (dual career, DC).MethodsBy means of a concept mapping methodology, 337 French, Irish, Italian, Portuguese, and Slovenian parents sorted and rated 80 potential statements associated to parenting DC athletes.ResultsFive distinct clusters emerged: 1. P/G’ roles, needs and awareness to support athletes, including 22 statements (mean:3.7; range: 3.2–4.2 pt); 2. Requirements for effective planning of DC pathway, including 19 statements (mean:3.7; range: 3.2–4.5 pt); 3. Educational opportunity, including 13 statements (mean:3.5; range: 3.1–4.0 pt); 4. Policy and provision for DC, including 19 statements (mean:3.7; range: 3.1–4.2 pt); and 5. Athletes’ lifestyle & self-management, including 7 statements (mean:4.0; range: 3.5–4.5 pt). Estimates of effect size (Partial eta-squared) were calculated for ANOVAs to assess the degree of variability on the statement importance ranking as the dependent variable accounted for by the demographic data.The concept mapping showed good validity (stress value: 0.11) and high reliability (rSHT: 0.99, rSHM: 0.98; rRR:0.98). One-third of the statements indicated differences (p<0.05) in relation to the P/Gs’ gender and the athletes’ education level, competition level and sport typology.ConclusionIn synthesizing the opinions, experience and needs of P/Gs of DC athletes the present framework provided sound theoretical underpinnings to inform the development of an online educational programme for empowering parenting DC athletes (https://edu.empatiasport.eu/eng/), as well as be a foundation for future Pan-European DC research on how these statements interact with each other, in different European contexts.

Online Education for Chinese Elementary and Secondary School Students: Experiences and Challenges

In addition to studying in schools where online learning has been increasing in recent years, many Chinese elementary and secondary school students participate in outside school online education programs, often urged by their parents so that their learning can be enhanced. Being descriptive, this is a literature review study. The purpose of this article is to provide a narrative of online education for Chinese students with regard to experiences and challenges in the last two years, particularly during the COVID-19 pandemic. The data sources of this paper are mainly documents published by the Ministry of Education, but literature published by other organizations and individuals are also referred to. Four hundred and twenty-three million Chinese had received online education by the end of March 2020. For elementary and secondary students, increasing online education in schools and outside schools plays a positive role in reducing the dropout number and provides other substantive benefits. In addition, online education for students during the pandemic allowed children to continue their learning without being on campus, but their overall experiences were mixed, and there were serious challenges to be dealt with.

The International Program in Survey and Data Science (IPSDS): A modern study program for working professionals

The International Program in Survey and Data Science (IPSDS) is an online educational program, which can be attended through the Joint Program in Survey Methodology (JPSM) at the University of Maryland (UMD) and a part-time Master of Applied Data Science &amp; Measurement (MDM) at the University of Mannheim and Mannheim Business School (MBS). It is targeted towards and attended by working professionals involved or interested in data collection and data analysis including those working in official statistics. The program conveys competencies in the areas of data collection, data analysis, data storage, and data visualization. The faculty of the program includes researchers and lecturers from both the University of Maryland and the University of Mannheim as well as other organizations such as destatis and Statistics Netherlands in the field of official statistics. The program was awarded the label of ‘European Master in Official Statistics (EMOS)’ under conditions in May 2021. In the article, we summarize the methodological and statistical competencies needed in official statistics and show how IPSDS covers this set of skills. We will present the flipped classroom design used for the IPSDS program and demonstrate that it is especially suited for students who are working professionals at the same time.

Skills4Adherence online educational program helps to increase the capacity of healthcare professionals to manage polypharmacy and patient adherence in elderly

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 5.120 (2020 JCR, received in June 2021)

Abstracts from the Canadian Athletic Therapists association October 13, 2021

[...]this study aims to explore the satisfaction and sense of safety of HCPs with regard to sanitary measures to prevent the spread of COVID-19 in outpatient clinics during the pandemic. Sport Injury Prevention Research Centre, University of Calgary, Calgary, Alberta;BC Injury Prevention Research and Prevention Unit, BC Children's Hospital, Vancouver, British Columbia;Carleton Sport Medicine Clinic, Carleton University, Ottawa, Ontario Introduction: Approximately 20,000 varsity student-athletes participate at U SPORTS institutions. [...]this study aimed to (1) describe the context, course topic requests, and tool suggestions from university representatives and athletes at U SPORTS institutions, and (2) describe the development of an online education program specifically for Canadian varsity athletes. Phases included a needs assessment survey with clinicians and program directors, a needs assessment survey with athletes, content selection, mapping behavioral goals to evidenced-based behavior-change techniques, script/storyboard development, engagement interviews with varsity athletes, and final tool development.

CN31 Patient and occupational safety in cancer care: Experiences from an on-going online education program

Research provides clear evidence of acute and chronic health effects from occupational exposure to hazardous antineoplastic drugs. Despite this, data collected by the European Oncology Nursing Society (EONS) highlights several concerns related to both patient and occupational safety. Collected data indicate that these risks are often overlooked or not even identified. One of the most important concerns is that a large proportion of European cancer nurses have no or very limited education in handling hazardous cancer drugs.

Longer-term effectiveness of eLearning and blended delivery of Mental Health First Aid training in the workplace: 2-Year follow-up of a randomised controlled trial

IntroductionEvidence relating to long-term outcomes of online education programs is largely lacking and head-to-head comparisons of different delivery formats are very rare. The aims of the study were to test whether eLearning Mental Health First Aid (MHFA) or blended training (eLearning plus face-to-face course delivery), implemented in an Australian public sector workplace, were more effective than a control intervention at 1-year and 2-year follow-up, and whether blended MHFA training was more effective than eLearning alone. Material and methodsAustralian public servants (n = 608 at baseline) were randomly assigned to complete an eLearning MHFA course, a blended MHFA course or Red Cross eLearning Provide First Aid (PFA) (the control) and completed online questionnaires pre- and post-training and one and two years later (n = 289, n = 272, n = 243 at post, 1- and 2-year follow-up respectively). The questionnaires were based on vignettes describing a person with depression or post-traumatic stress disorder (PTSD). Primary outcomes were mental health first aid knowledge, desire for social distance and quality of support provided to a person in the workplace. Secondary outcomes were recognition of mental health problems, beliefs about treatment, helping intentions and confidence, personal stigma, quality of support provided to a person outside the workplace, self-reported professional help seeking and psychological distress. ResultsAt 1-year follow-up, both eLearning and blended courses produced greater improvements than PFA training in knowledge, confidence and intentions to help a person with depression or PTSD, beliefs about dangerousness and desire for social distance. At 2-year follow-up, some of these improvements were maintained, particularly those relating to knowledge and intentions to help someone with PTSD. When eLearning and blended courses were compared at 1-year follow-up, the blended course led to greater improvements in knowledge and in confidence and intentions to help a person with depression. At 2-year follow-up, improvements in the quality of help provided to a person with a mental health problem outside the workplace were greater in participants in the blended course. ConclusionsBoth blended and eLearning MHFA courses led to significant longer-term improvements in knowledge, attitudes and intentions to help a person with a mental health problem. Blended MHFA training led to an improvement in the quality of helping behaviours and appears to be more effective than online training alone.Trial registrationACTRN12614000623695 registered on 13/06/2014 (prospectively registered).Trial registry record url: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366410&isReview=true

The Convergence of Online Teaching and Problem Based Learning Modules amid the COVID-19 Pandemic

There is a convergence unfolding between two formerly unique and separate areas of teaching research methodology: distance education and problem-based learning (PBL) environments. Much has been published on each field independently, however, in the modern-era of online, distance, and hybrid educational programs there is a need for more case and experiential-based learning activities which can effectively measure stated learning objectives. Trends in education have led to the development of various methods to instruct courses and conduct research online. Teaching research methodology and pedagogy have evolved to include video capture, remote conferencing, and other real-time communications techniques allowing faculty and students to collaborate across great distances. Meanwhile, PBL environments have been used extensively in teaching medicine, clinical practice, law, business/management, and many other disciplines to improve student learning. This has been further accelerated during the COVID-19 pandemic through the use of technologies like Zoom, WebEx, GoToMeeting, Google Hangout Meet, etc. and the availability of PBL-ready environments in breakout rooms and asynchronous simulated projects. Student preference data from 2020 are reported as part of this study. One example of this merger between online delivery and PBLs was the development of a PBL statistical process control (PBL-SPC) module. A cross-functional academic team was created across both a college of business and college of education in which a PBL-SPC module was developed based on a real-life situation in which students immerse themselves in a potato chip factory environment. The motivation for the PBL-SPC was that this is a challenging topic to cover which students often find difficult to relate to and/or boring. Three different scenarios were developed and students, as individuals or in teams, must traverse the simulated factory to assess the situation. Learning outcomes are measured by the course instructors and the PBL environment is being used by faculty around the world. Additionally, the PBL-SPC module has now been scaled to other applications such as six-sigma simulated project training during the COVID-19 pandemic. Pedagogical methods should be interactive, stimulate learning, improve the learning outcomes / critical thinking, and enhance student experience. This paper proposes that merging the effective and tech-friendly pedagogical methods of PBL-SPC, with the right modalities and model of online delivery, can help achieve these aforesaid goals. Even more, it can deliver a great opportunity to educators and institutions worldwide for advancing the reach of education.

Nursing student perceptions of required online educational programs utilized outside the classroom

BackgroundThe use of online educational programs (OEPs) such as ATI™, Kaplan™, and Course Point™, to facilitate learning is generally thought to be an innovative and complementary approach to supplement learning across many nursing programs. The rapid transition to an online learning environment, dominated by Zoom, as a result of the COVID-19 pandemic has further increased faculty and student reliance on OEPs both in and out of the classroom. The aim of this study is to examine student perceptions of faculty assigned OEPs utilized outside the classroom. MethodCross-sectional, correlational survey design was used to explore the relationships between student perceptions and the use of OEPs among nursing students enrolled in a traditional baccalaureate nursing program. ResultsNursing students (n = 221) spent an average of 7.85 h on OEPs and an additional 6.4 h on the Zoom platform. Sophomore students spent significantly more hours engaging in the OEPs (F(3,191) = 10.09, p = .00) and Zoom (F(3,193) = 8.89, p = .00) than the other academic levels. On average, sophomores spent a total of 20 h per week engaging in OEPs (M = 10.9, SD = 11.5) and Zoom (M = 9.18, SD = 4.3). Freshmen students had a significantly more favorable view of OEPs than senior students did (p = .02). Qualitative data analysis from open ended responses revealed four themes: Too many programs, Cost, Technological challenges, and Benefits. ConclusionsThe cost, ease of use, and the number of OEPs assigned influence student perception of OEP. Faculty should be mindful of student burden related to number of OEPs assigned, time required to complete the OEPs, and cost. Furthermore, faculty should consider collaborating with other faculty to streamline the use of OEPs, enhance relevancy, and eliminate redundancy.

Дистанционное образование: вызовы массового перехода к онлайн-обучению

Discussed is the problem of some range of challenges, specific for the Russian system of education on the way to massive distant learning in the first half of 2020. The article raises two main questions. The first is the question of providing the conformity of technical requirements, needed for functioning of programs, applying for distant learning, with technical capabilities of computers and other gadgets, that students use to get access to online education programs. Author concludes, that this problem may be partially solved by optimization programs for distant learning for using with low end technic. The second question is the way to make impossible student’s cheating while the attestation including fake technical problems (such as non-working web-camera). The author makes the conclusion about necessity of adding to the distant learning complex special addon for monitoring student’s gadgets during the intermediate certification: its operability, using programs and apps in time of exam.

COVID-19 Pandemic and University Teachers’ Experiences about Challenges of Online Teaching: A Phenomenography Approach

With the advent of current Corona pandemic /COVID-19, the universities around the world were closed for face -to- face education. In the pandemic crisis, universities had to transform teaching- learning milieus instantly and online teaching went viral at universities. This transition from on campus to online education delivery services affected university teachers in many ways. By applying phenomenography approach, the present paper examines university teachers’ perceptions about the challenges they faced in Pakistani context, university teachers’ re-action towards university decision about the overnight teaching paradigm shift from face-to- face to online teaching, institutional support to teachers for online teaching; students’ caliber for online learning, and to assemble university teachers’ opinion about the pre- requisites of online teaching. The data was collected through written answers to open- ended research questions. Interpretative phenomenography analysis (IPA) framework was used to extract finding from the text data. The major findings emerged that mostly university teachers accepted the transition of teaching paradigm however some were under stressed for the online teaching. The training provided to teachers was not sufficient to meet actual requirements of online teaching. Teachers realized that universities did not have up-graded relevant infrastructure required for online education. Teachers perceived that mostly students did have the caliber to learn online moreover many students who were living in the remote areas did not have resources to get benefit from online classes. There was common consensus among university teachers that before launching online educational programs all pre- requisites of online education may be fulfilled at satisfactory level to achieve the targets.

Effect of an Educational Intervention on the Knowledge of Young Researchers on COVID-19

Introduction: COVID-19 is a global pandemic that was discovered in Wuhan, China. Since its discovery, health measures have been put in place to help curb its spread but compliance with these measures has not been optimum due to inadequate education. Proper education on COVID-19 is important as it is associated with improvement in compliance to health control measures as well as knowledge of the disease. Aim: This study was carried out to evaluate the impact of an educational intervention on the knowledge of young researchers on COVID-19. Methods: This study was a cross-sectional, pre- and post-interventional study carried out among researchers that were part of a WhatsApp group between August and September 2020. The knowledge of the participants was evaluated first after which an educational intervention was provided via an online WhatsApp lecture on COVID-19. The participants were examined post-intervention using the same knowledge questions used before the training. Results: A total of 46 participants consented to participate with mean age of 23.78 (SD:3.705 years). More than 54% showed poor knowledge at pre-intervention. There was a significant improvement in knowledge at post-intervention as more than 54% showed excellent knowledge. There was a statistically significant difference in mean knowledge scores of the participants between pre-intervention and post-intervention, p<0.001. Conclusion: Educational intervention has a significant impact on the knowledge of participants as shown in this study. There was an improvement in the knowledge of the study participants at post-intervention. There is need for regular online educational programs that can improve knowledge on COVID-19.

Choose Your Own Adventure: Gamified Course Design in History of Science

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

비내시경 영상을 활용한 비강 증상 평가 학습용 온라인 프로그램 개발

Purpose: This study described the process and structure of an online educational program for nasal symptom evaluation using nasal endoscopic images. Methods: Nasal endoscopic images are provided from the “Feasibility of topical herbal formula, Biyeom-go, in nasal symptoms associated with rhinitis: observational, case-series study” and pattern identification score was used nasal endoscopy index developed by Yun et al. Results: A total of 11 experts independently scored 580 captured nasal endoscopic images using nasal endoscopy index, which consists of color, edema or atrophy, dryness or dampness, and the amount and characteristics of rhinorrhea. Images over 70% concordance rate of 11 experts were finally selected for this program. The program includes an anatomical structure and nasal cavity symptoms training section. This online educational program is available at https://www.kmpedia.kr. Conclusion: This program is expected to contribute to symptom evaluation and link to pattern identification diagnosis education in nasal diseases. Further studies are needed to evaluate the educational effect of this program in the future.

Building capacity in times of crisis: Increasing cultural competence of healthcare professionals in the context of the COVID-19.

Nurses are the frontline healthcare professionals fighting the medical and social effects of the current COVID-19 pandemic. Although they work with diverse populations, there is a lack of literature on culturally competent education during an emergency such as a pandemic. To examine the effectiveness of an online education programme aimed at increasing cultural competence among rescue teams and healthcare professionals facing the challenges of the COVID-19 pandemic. Pre-post-web-based intervention study. Pre-post-intervention surveys were administered to a matched sample of Israeli healthcare and rescue organisation professionals. The initial sample included 303 participants (52% women) who completed the pre-intervention survey. More than half of the sample (56%, n=170) were paid workers or volunteers in health organisations. Of the initial sample, 154 participants completed the post-intervention survey following the online cultural competence education programme. Descriptive statistics and multivariate analysis were used to evaluate participants' gains in culturally competent attitudes, knowledge, skills and encounters. This study followed the STROBE guidelines. Participants found the online programme useful in improving their cultural competence during the COVID-19 pandemic. The highest gains were found in the attitudes domains, whereas the lowest in the knowledge domain. Pre-intervention cultural competence scores and incorporating the programme in the educational curricula predicted increased gains in cultural competence. Online educational interventions showed potential for increasing professionals' awareness of cultural biases, differences and attitudes, leading to more open and accepting attitudes towards patients of different backgrounds. Recognising the need for real-time, low-cost and available training, the World Health Organization recommended using online courses for healthcare professionals struggling in the pandemic frontline. Online education programmes provide a useful platform for training health professionals in times of emergency.

Evaluation of an On-line Parenting and Divorce Course: Effects of Parent Knowledge and Skills among Court-mandated Parents of Divorce

ABSTRACT There are very few evidence-based parent education programs focused on divorce even though more and more state court systems are requiring them. This study builds the evidence-base by using a population of parents who were court-mandated to take a parenting class as part of their divorce proceedings. With over 800 parents in the study, we found the on-line parent education program increased parent knowledge of skills in effective communication and parenting immediately after the course, and parents retained their knowledge and skills 30-days after the course. Qualitative analysis indicated parent-reported changes in their behavior after the course as well.

Caregiver Response to an Online Dementia and Caregiver Wellness Education Platform.

Background:Web-based educational interventions are emerging as a potential solution to improve caregiver dementia knowledge and overall well-being.Objective:To assess the feasibility of delivering a web-based intervention for dementia caregivers by examining: 1) engagement with the online platform, 2) skill implementation, and 3) changes on outcome metrics over the 30-day study period.Methods:Enrolled participants were onboarded by a trained research coordinator and provided 24/7 access to the platform over 30 days. At study onset and completion, caregivers completed assessments of care recipient dementia severity and neuropsychiatric symptoms along with instruments which measured dementia knowledge, caregiver burden, and carer experience.Results:Of 84 referrals, 60 caregivers met study inclusion criteria and 55 completed pre and post study measures. Caregivers completed an average of 8 hours of learning over the 30-day web-based intervention, with 84.4%of participants reporting using at least one skill they learned from the online platform. Eighty-nine percent of participants reported high satisfaction with the web-based educational intervention. There were small effect sizes for decreases in NPIQ neuropsychiatric symptom severity and caregiver distress scores from pre- to post-intervention. Small effect sizes were observed for changes in caregiver burden from pre- to post-intervention among caregivers who perceived their care recipient as having high global deterioration.Conclusion:Findings show online educational programs are feasible for informal family caregivers of dementia and have perceived value. Future studies should address caregiver response to online education in less severe versus more severe care recipients, and explore the value of caregiver online platforms in diverse caregiver samples.

Effect of Online Distance Learning on COVID19 Patients’ Knowledge, Self-monitoring and Self-care at Assiut City

Background: The COVID-19 is spread by human-to-human through droplets, feco- oral, and direct contact with patients during 2-14 days. Therefore, applying preventive measures to control COVID- 19 infection is the most critical intervention. Aim: To evaluate the effect of online educational program on COVID19 patients' knowledge, self-monitoring, and self-care. Subjects and methods: Design: A quasi-experimental (Pre & Post-test) study was conducted on 112 COVID-19 patients; online pretest during their staying at isolation areas and online posttest one month later after discharge from isolation areas. Setting: Isolation area at Assiut university dorms, in addition to isolation areas in all Assiut university hospitals which include Main University Hospital, Urology University Hospital and Al- Rajhi University Hospital , moreover online posttest from patients' homes .Tools: Three tools were used which conducted by on line way, on-line self-reported COVID -19 knowledge questionnaire, daily self-monitoring form and self-care questionnaire. Results: there was a significant statistical difference between pre, post online education regarding patients’ self- care toward COVID-19 in physical, mental, professional, and social well-being domains with p.value (0.0001, 0.004, 0.0001,and 0.0001) respectively. Also, there was a positive correlation between patients' knowledge and patient self-care post online education. Conclusion: Online distance learning has a great effect on COVID19 patients' knowledge, self-monitoring, and self-care in isolation units. Recommendations: Providing a printed copy of the educational brochure in outpatient clinics for patients and their relatives