Online Exercises Research Articles

The Analyse of Online Exercises of Aspekte Neu B2

During the pandemic, the teaching profession faces substantial challenges with regard to the switch from in-classroom teaching to online formats, requiring adjustments in planning, work methods, course design etc. Teachers need materials such as books and exercise papers which are suitable and adequate for online courses. So far, the exercise book Aspekte Neu B2 which was designed for in-classroom teaching is being used in a number of universities and language institutes in Indonesia. Whether it can also be used for online courses deserves to be scrutinized. This study solely examines the usage of Aspekte Neu B2 in respect of online classes. The aim is to determine to which degree it meets the general requirements of the Kriterienkatalog für Internet Lernmaterial Deutsch als Fremdsprache (list of criteria in respect of internet learning tools for German as a foreign language). The underlying research method of this study is the qualitative, ie. descriptive-analytical method. Only the online exercises of Aspekte Neu B2 were taken into consideration, ie. not the digital version of the course book. Results indicate that 55.4% of the book’s online exercises are in compliance with general criteria referring to technique, interactivity, exercise & quests, as well as feedback. It was not required for this study for an online exercise to fulfill all of the listed criteria. However, it was found that the online exercises of the book should be adapted to the online formats. That, at least, would help instructors choosing relevant training material for their online classes.

Georgian Online Exercises for the Foreign Students − the principles of construction

Difficulties in the Georgian language learning are conditioned by the complexities of the language itself and by its otherness in comparison with the European languages. After the reading and writing skills are obtained, the complexities of the Georgian grammar remain to seem impossible to overcome multiple diversifications of the forms of the parts of speech, abundance of affixes, polypersonality of verbs – all those factors originate several problems for the foreign learners. It is already several years that the program “Irbakhi” has been working on in the Ministry of education and science of Georgia (prof. Marika Odzeli − the author and coordinator of the program), website www.geofl.ge is created and is provided by the learning and methodological material, containing manuals, working sheets, reading material, methodological papers, reference material in grammar, grammar guide books and all the materials correspond to the Common European Framework of Reference for Languages (CEFRL). Learning a foreign language only from the manuals is not easy. As time passes, the distance learning methods and exercises are being worked on throughout the world and correspondingly, the abilities to fulfill independently several grammar exercises are also growing. In response to this, on the given stage, within the “Irbakhi” program, a number of the online grammar exercises were compiled containing learning activities for the several stages such as: listening, writing, reading, lexis and grammar. There are several types of the useful exercises, whenever it is necessary for the learners, listening to some words, phrases and texts is also available which helps to fulfill the grammar exercises. The grammar exercises are based on the basic dictionary and abstracts of the literature texts, the fundamental issues of which are given in the text books, work books and reading material. The online grammar exercises represent the convenient additional learning material. When compiling them, we had to solve some problems: choosing the essential problems and systematizing them by the levels, using vocabulary as the base, creating systemic menu and using large varieties of the exercises themselves. The drop-down menu shows the Georgian grammar system through its morphology and syntax (i.e. parts of speech, grammatical categories and others). The issues related to the verbs are especially diverse, including person, number, mood, conjugation forms, preverb, special types of conjugation and so on. Some types of the grammar exercises are used: marking the correct answer out of 3 or 4 given; inserting a right answer into the right space of the table or scheme, also the type of exercise as drag and drop, choose the proper words or the endings in the given full texts. The exercises are simple in use, oriented on practical knowledge, self-checking and improving the level of knowledge.

Students’ Digital Media Usage at the University of Tübingen During the CoViD19 Semester 2020 Compared to 2018

The purpose of this study was to compare students’ digital media use during the so-called corona semester in summer of 2020 when universities worldwide moved to online teaching and learning, with data from 2018. Two research questions were at the center of our study: To what extent did students’ media use during the digital summer semester 2020 differ from media use in 2018? In which ways is media use in 2020 related to individual factors (e.g., emotional states, social integration, self-efficacy)? In 2020, 207 students at the University of Tübingen participated in an online survey on their digital media use. This data was compared with an existing data set from the same university from 2018 (N = 808 students). Results show a significant increase in students’ media use across all categories, in particular Learning Management System, online exercises, learning videos, and video conferencing. We also found a significant relation of students’ usage of online tools for learning with their feeling of social integration, as well as connections between students’ digital media self-efficacy and their learning-relevant emotions. The article discusses these results in the light of other studies on students’ media uses and provides first practical implications for lecturers.

Positive effect of using just-in-time teaching with part time students in a pedagogical university

This article is centered around the problem of using active learning and online home exercises as an effective means of learning a second language. Just in Time Teaching (JITT) is considered to be the combination of active learning and online exercises which proves its effectiveness. The authors dwell upon the advantages of JIIT in order to give most informative course in the shortest period of time possible. JITT facilitates students’ involving more learning strategies and simple ways to achieve best results and language acquisition. The authors claim that using the new approach makes learning grammar more successful. To find out the data the research was undertaken at the university. It included a survey that was carried out before and after the experiment with JITT. The results of the study showed a large growth in students’ accomplishments and interest to the subject.

Effect of a Concurrent Enrollment Preparatory Course on Student Achievement and Persistence in General Chemistry

A concurrent preparatory course was developed for a university-level general chemistry course to replace prerequisite classes and online exercises implemented in previous years. The concurrent preparatory course was structured with 3 h of active learning class time. Lecture content was delivered asynchronously online. Topics were chosen on the basis of fundamental topics needed to succeed in general chemistry. Topics included both those typically found in a preparatory chemistry class as well as some simpler topics being taught in the first course of general chemistry. Two cohorts of students in a program designed to facilitate minoritized student achievement in biological sciences were compared. In the initial year of this study, a prerequisite online homework module was required. In the following year, the concurrent preparatory course was required. Students who took concurrent preparatory course did significantly better on the common final exam than those who did not.

Scoliosis: online exercises versus telerehabilitation. A feasibility trial

BACKGROUND: During the interruption of the non-urgent healthcare services in Italy due to the SARS-Cov-2 pandemic, telemedicine proved to be an effective alternative, in that it supported exercise delivery in individuals with adolescent idiopathic scoliosis (AIS). Recent scientific evidence demonstrates its feasibility and patient satisfaction. During the lockdown period, the Department of Pediatric Orthopedics at the Istituto di Cura Citta di Pavia supported subjects affected by AIS in two manners: online with the physical therapist (TR) and by using pre-recorded videos (VE). The aim of the present exploratory trial was to evaluate the practice of telerehabilitation in order to employ it in case of new lockdown measures. METHODS: Adherence, perceived enjoyment during the exercise performance and degree of satisfaction with technology were assessed on 18 subjects with AIS, divided into two groups according to the type of exercise administration (seven patients in TR;11 patients in VE). RESULTS: The VE group shows a more noticeable adherence than the TR group. Nonetheless, the perceived enjoyment is more significant in the TR subjects than in the VE ones. The level of satisfaction with technology is positive in both groups under study, without remarkable differences. CONCLUSIONS: The exercise administered at a distance has been positively perceived by all the subjects, though on different levels according to the type of technology employed. Results speak in favor of the use of technology as a means to therapeutic exercise delivery in individuals with AIS. Nevertheless, it is not clear which of the two types it is better to suggest. Biopsychologically speaking, the individual choice is likely to be the most workable solution.

A proactive, team-based, psychological solution to burnout

A proactive, team-based, psychological solution to burnout

Designing Online English Grammar Exercises 10th Graders via Learning Management System Chamilo

The integration and application of Information Communication Technology in language teaching has become more and more prevalent in the era of 4.0, which has brought about a lot of significant influences on students’ language learning. However, having a self-led online tool which is appropriate to one’s students’ backgrounds and is free and open-access in a school in a mountainous area in a developing country like Vietnam has not yet been so popular. In the present study, for the purpose of enhancing students’ learning, online grammar exercises for 10th graders at Thai Nguyen High School, Thai Nguyen province, Vietnam, were designed in a learning management system called Chamilo. The study investigated the benefits of the platform towards students’ grammar learning achievements by identifying the changes in students’ scores as well as sought evaluative feedback from teachers and students as the users of the tool. The research instruments included a grammar test in the pre-intervention and after-intervention combined with two questionnaires for eight teachers and twenty students at grade 10 and interviews with the focus group of 5 students. The findings suggested a remarkable improvement in students’ post-test score and a significant relationship between the practice of online exercises and students’ grammar results. Furthermore, positive responses from the teachers and students on such use of the platform indicated that Chamilo could be used as learning tools to enhance students’ grammar learning.

THE USE OF INTERNET TECHNOLOGIES IN MEDICAL EDUCATIONAL SCHOOLS

The article emphasizes the need for the application of innovative Internet technologies in medical schools. The authors submit some practical aspects of using educational blog Blogger, mental maps Mindomo and application Learning Apps in training of medical students when they study the professional disciplines. The results of a survey of would-be doctors and junior medical staff are described. They prove the effectiveness of the use of blogs, mental maps and online exercises by means of Learning Apps in studying of professional disciplines. The purpose of the article is to highlight the methodology and results of experimental work aimed at the verification of the effectiveness of using of innovative Internet technologies in medical schools. The experimental verification of the effectiveness of the introduction innovative Internet technologies on the training of future junior medical staff in study of special disciplines is presented. It was specified that future doctors and junior medical staff of the experimental groups at the formative stage of the experiment received better results, than the students of the control groups and they have a higher level of readiness for professional activity. The statistical verification also confirmed the effectiveness of the implementation of Internet technologies.

‘Forced to think’—an analysis of how students benefit from online warm-up exercises with feedback

Active learning yields better learning outcomes than traditional, lecture-based teaching. Common approaches in large lecture courses are activating elements during the lectures and warm-up activities using online learning environments. However, implementing warm-up exercises, on which students work on by themselves makes formative feedback increasingly important. We have studied students’ views on warm-up online exercises, focusing on the role of automated feedback. We compared two types of feedback: feedback which guided the student towards the correct answer and feedback that guided the student towards the correct reading materials. We have also examined the correlation between students’ views on the exercises and learning outcomes, as measured by exercise and exam points. The exercises were administered with a Moodle-based system focusing on teaching and assessment using a computer-based algebra kernel. The study was conducted during the first introductory mechanics course in physics at the University of Helsinki. We concluded that the preferred type of feedback was dependent on the student, i.e. different students prefer different kinds of feedback. Importantly, the students who completed the exercises alone reported benefiting more from them, which shows that the warm-up exercises successfully extended support for students outside of classroom hours.

Learning and Teaching German for Beginners Online At UNAM During The Covid-19 Pandemic

Covid-19 has affected learning and teaching worldwide and forced most learning institutions to shift almost instantly to remote or e-learning. Although e-learning and the use of technology to support and enhance learning has been promoted over the years, the pandemic challenged many, institutions, lecturers and students alike. Learning a foreign language through a language app has become extremely popular as it is easily accessible and flexible in regard to time, but speaking, interaction and motivation cause challenges. As the University of Namibia (UNAM) changed with the beginning of the pandemic to online teaching, the teaching and learning had to be changed in methods and activities and material had to be developed as online takes a different approach. For the German beginners’ class different tools have been employed such as recorded Panopto sessions, online exercises on Moodle, videoconferences on Zoom and WhatsApp communication to facilitate the course online, but also activities such as quizzes, video presentations were used to support students’ language learning and to enhance interaction. In conclusion, one can say that e-learning offers many advantages to develop a digital competence and to allow a more flexible learning. However, especially for the aspects of speaking and interaction – one of the main aspects of learning a language – the e-learning remains challenging and has an impact on the motivation and therefore learning of students, especially younger and less mature students.

Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru

A more extensive use of virtual tools in teaching-learning processes needs a professors’ and students’ proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual classroom and its different elements, and those who had a previous experience with virtual classrooms were more in favor of using reminders, chats, forums, e-mails and online exercises (p<0,05). In sum, most students were in favor of using the virtual classroom and having a previous experience favors a more positive perception towards online learning tools.

An OER Approach to Linear Algebra

In this work, we studied the use of open education resources (OER) in the form of online modules combined with an open textbook as it relates to student performance and perceptions in a Linear Algebra course. In this approach, we compared student performance and perceptions from three sections of this intermediate level mathematics course. One was taught in modular format with corresponding online exercises and textbook readings from open education resources while two other comparison sections were taught in a traditional lecture-based format where students purchased a textbook. We found that based on grades, student survey feedback, and instructor experience, students using the OER approach performed at least as well or better than students in the section using the traditional textbook. However, that preference may not affect a given student's choice of format for a subsequent course.

A Survey of Medical Students' Experiences with Online Practical Pharmacology Classes during Covid19 Lockdown

Background: Due to Covid-19 restrictions, medical education now embraces online teaching. Aim: To determined medical students' perception of online pharmacology practical classes conducted during COVID-19 lockdown.Methods: Years 2 and 3 students participated in the study. Before the pandemic, they used the exercises for on-site classes. They used Cyber Patient, Organ bath, Virtual Cat, and Virtual Rat software to conduct pharmacokinetics, pharmacodynamics, autonomic, cardiovascular, and neuropharmacology exercises. Through Moodle, they received instructions and resources; and the tutors accessedand rated their reports. To determine their readiness and perception of the exercises, the study conducted a cross-sectional survey using a questionnaire that included a demographic section, a section on ICT readiness, and a section on perception of the exercises. Statistical analysis included mean scores, t-test, Cronbach's coefficient, and principal components.Results: Sample size for both classes (total enrolment = 191) was 128. Seventy-eight students participated (45 from year 2 and 33 from year 3). Response rate was 60.94 %, mean age 21.7 (SD = 4.0); 74.4 % had no formal ICT training, 92.3 % had personal computers, 95 % used computers often, and 79.5 % required ICT training. Cronbach's coefficient was 0.8, and factor analysis yielded two principalcomponents that accounted for 54.5 % of the variance. The participants were “satisfied” with the exercises, reported that these programs were “quite user-friendly,” “somewhat-easy” to use, and “supportive” of learning. They would “likely” recommend them for future use.Conclusion: The online exercises provided an effective method of delivering practical pharmacology classes to medical students.

A Survey of Medical Students' Experiences with Online Practical Pharmacology Classes during Covid- 19 Lockdown

Background: Due to Covid-19 restrictions, medical education now embraces online teaching. Aim: To determined medical students’ perception of online pharmacology practical classes conducted during COVID-19 lockdown. Methods: Years 2 and 3 students participated in the study. Before the pandemic, they used the exercises for on-site classes. They used Cyber Patient, Organ bath, Virtual Cat, and Virtual Rat software to conduct pharmacokinetics, pharmacodynamics, autonomic, cardiovascular, and neuropharmacology exercises. Through Moodle, they received instructions and resources; and the tutors accessed and rated their reports. To determine their readiness and perception of the exercises, the study conducted cross-sectional survey using questionnaire that included a demographic section, a section on ICT readiness, and a section on perception of the exercises. Statistical analysis included mean scores, t-test, Cronbach’s coefficient, and principal components. Results: Sample size for both classes (total enrolment = 191) was 128. Seventy-eight students participated (45 from year 2 and 33 from year 3). Response rate was 60.94 %, mean age 21.7 (SD = 4.0); 74.4 % had no formal ICT training, 92.3 % had personal computers, 95 % used computers often, and 79.5 % required ICT training. Cronbach’s coefficient was 0.8, and factor analysis yielded two principal components that accounted for 54.5 % of variance. Participants were “satisfied” with the exercises, reported that these programs were “quite user-friendly,” “somewhat-easy” to use, and “supportive” of learning. They would “likely” recommend them for future use. Conclusion: The online exercises provided effective method of delivering practical pharmacology classes to medical students.

Supporting parents of children with chronic conditions: A randomized controlled trial of web-based and self-help ACT interventions

ObjectiveMany parents of children with chronic conditions and developmental disabilities experience high rates of burnout and psychological distress. The aim of the current study was to examine the effects of two differently delivered interventions based on acceptance and commitment therapy (ACT) on symptoms of burnout, depression, quality of life, psychological flexibility, and mindfulness skills. MethodA total of 110 parents of children aged 0.8 to 17 years with chronic conditions and developmental disabilities participated in a randomized controlled trial lasting 13 weeks with two intervention groups: (1) an iACT intervention, including three psychologist-led video conferencing sessions, and (2) a self-help ACT, which received self-help material: an ACT-based booklet with the possibility of using ACT-based online exercises. ResultsFor the main outcome measure burnout, a similar decrease was found in both groups. The supported iACT intervention produced significantly larger improvements in depressive symptoms (d = 0.49), psychological flexibility (d = 0.64), and mindfulness (d = 0.55) compared to the self-help ACT intervention. For health-related quality of life, only the dimension of role limitations caused by emotional problems showed a significant difference in favor of the supported iACT (d = 0.58). ConclusionsThe results suggest that the iACT intervention including three video conferencing sessions with a psychologist produced broader improvements in parents' psychological well-being than the self-help ACT. Overall, Internet-delivered interventions and video conferencing technology may offer a feasible alternative to psychological support and self-care for parents of children with chronic conditions. Further research is needed to investigate the long-term effects of the current delivery models.

Discovering Students’ Strategies in Learning English Online

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.
 
 Keywords: E-learners, Learning strategies, Online learning, Performance

A method to determine a personalized set of online exercises for improving the positive mental health of a caregiver of a chronically ill patient

BackgroundTaking care of chronic or long-term patients at home is an arduous task. Non-professional caregivers suffer the consequences of doing so, especially in terms of their mental health. Performing some simple activities through a mobile phone app may improve their mindset and consequently increase their positivity. However, each caregiver may need support in different aspects of positive mental health. In this paper, a method is defined to calculate the utility of a set of activities for a particular caregiver in order to personalize the intervention plan proposed in the app.MethodsBased on the caregivers’ answers to a questionnaire, a modular averaging method is used to calculate the personal level of competence in each positive mental health factor. A reward-penalty scoring procedure then assigns an overall impact value to each activity. Finally, the app ranks the activities using this impact value.ResultsThe results of this new personalization method are provided based on a pilot test conducted on 111 caregivers. The results indicate that a conjunctive average is appropriate at the first stage and that reward should be greater than penalty in the second stage.ConclusionsThe method presented is able to personalize the intervention plan by determining the best order of carrying out the activities for each caregiver, with the aim of avoiding a high level of deterioration in any factor.

Changes in Professionalism Through the Practice of Telemedicine: Conceptualizing a Situated Sense Filter

Drawing on Schatzki's theoretical concepts of practice, this article explores how health professionals change and form professionalism in the encounter with practices in telemedicine settings with physiotherapeutic online exercises and nursing video consultations in-home care in two municipalities in Denmark. Analyses in this paper bases on an 18-month ethnographic field study with 158 observations with ethnographic interviews and 16 interviews with six health professionals (n=6), to get insight into health professionals experiences on health professionals experiences on practices in telemedicine settings. Drawing on the analyses the paper unfolds a concept, "situated-sense-filtering" as a professional method. The concept demonstrates how individuals interpretation of ontologically altered practice changes and forms professionalism. The paper emphasizes a point that lack of collective interpretations of professionalism overrides professions' influence on their professionalism. The article suggests political and institutional supports on professional collective processes changing professionalism through the practice of telemedicine.

The role of media while teaching youngster learners

This article surveys a choice of considers on advanced media and learning for little youngster ages 3 to 6. The scope of advanced media for this age group is developing and incorporates PC conveyed and online exercises; support video games; handheld media, occasionally with GPS or an accelerometer, in cell phones and other remote mobile devices; electronic toys and learning systems; dolls and robots that move and talk; physically active games using dance pads, sports equipment, or stationary bikes as the interface to the game; and online communities and social networks; among others. The examination has tried the adequacy of a few advanced media items for little youngsters’ learning and has found, for instance, improvements in kids’ information and abilities for speculation, arranging, noticing, critical thinking, perusing, language, math, hypothesis arrangement and testing, innovativeness, and collaborative learning. In any case, large numbers of the most popular commercially accessible advanced media items for small kids have never been studied or tested, thus there is no authoritative proof of their advantages or drawbacks. The article concludes with a conversation of examination moves toward that could be utilized to research small kids’ preparing of advanced media to improve the plan and adequacy of future media items planned for this age group.