Online Lessons Research Articles

Using a 5P Strategic Medical Stockpile model to build an optimal and resilient supply chain in health emergencies

Background: The healthcare sector witnessed the occurrences and impacts of disruptions on supply chains during the coronavirus disease (COVID-19) pandemic. Consequently, it is essential to strengthen institutional medical supply chain systems by addressing the key attributes of strategic stockpile plan renewal: flexibility, traceability and transparency, perseverance and responsiveness, global independence, and equitable access. Aim and objective: To establish a resilient supply chain integrated into the emergency management cycle by proposing a sustainable 5P Strategic Medical Stockpile model. Settings: Online evidence, available literature, and lessons learned during the COVID-19 response in the Emirate of Abu Dhabi. Methods: This review employed a systematic methodology of identification, selection, assessment, synthesis, and interpretation of data from peer-reviewed articles, review reports, and response frameworks spanning the years 2012 to 2020. Additionally, media reports and announcements were analyzed to determine the implications of COVID-19 on the supply chain from 2020 to 2022. Recommendations are formulated in response to the identified shortcomings revealed during the review process, as well as considering experiences and lessons resulting from responses to address COVID-19 in the Abu Dhabi Health Sector. Results: Our analysis revealed a deficiency in effective operational protocols for building a robust supply chain. The experience gained from responding to COVID-19 has highlighted deficiencies such as unclear issues with stockpiles, inadequate resources, insufficient planning, the absence of established procedures, and a lack of performance monitoring. The pandemic had a tremendous impact on health systems and medical supply chains worldwide. Our suggested model necessitates aligning responses with national contingency protocols. Accountability may fluctuate during each phase of an emergency, depending on decision-making authority and jurisdictional capabilities. Conclusion: The proposed 5P model can support policymakers, health regulators, institutions, and professionals in formulating strategies to establish a resilient stockpile system that serves as a medical supply chain buffer when supplies are not instantly accessible.

Using a 5P Strategic Medical Stockpile model to build an optimal and resilient supply chain in health emergencies

Background: The healthcare sector witnessed the occurrences and impacts of disruptions on supply chains during the coronavirus disease (COVID-19) pandemic. Consequently, it is essential to strengthen institutional medical supply chain systems by addressing the key attributes of strategic stockpile plan renewal: flexibility, traceability and transparency, perseverance and responsiveness, global independence, and equitable access. Aim and objective: To establish a resilient supply chain integrated into the emergency management cycle by proposing a sustainable 5P Strategic Medical Stockpile model. Settings: Online evidence, available literature, and lessons learned during the COVID-19 response in the Emirate of Abu Dhabi. Methods: This review employed a systematic methodology of identification, selection, assessment, synthesis, and interpretation of data from peer-reviewed articles, review reports, and response frameworks spanning the years 2012 to 2020. Additionally, media reports and announcements were analyzed to determine the implications of COVID-19 on the supply chain from 2020 to 2022. Recommendations are formulated in response to the identified shortcomings revealed during the review process, as well as considering experiences and lessons resulting from responses to address COVID-19 in the Abu Dhabi Health Sector. Results: Our analysis revealed a deficiency in effective operational protocols for building a robust supply chain. The experience gained from responding to COVID-19 has highlighted deficiencies such as unclear issues with stockpiles, inadequate resources, insufficient planning, the absence of established procedures, and a lack of performance monitoring. The pandemic had a tremendous impact on health systems and medical supply chains worldwide. Our suggested model necessitates aligning responses with national contingency protocols. Accountability may fluctuate during each phase of an emergency, depending on decision-making authority and jurisdictional capabilities. Conclusion: The proposed 5P model can support policymakers, health regulators, institutions, and professionals in formulating strategies to establish a resilient stockpile system that serves as a medical supply chain buffer when supplies are not instantly accessible.

온라인 배드민턴 레슨컨텐츠 이용동기가 인지된 유용성, 수용태도 및 온라인 구전에 미치는 영향

The purpose of this study is to investigate the influence of motivation for using online badminton lesson content on perceived usefulness, acceptance attitude, and online word of mouth. For this purpose, a study was conducted on 205 adults who had experience using online badminton lesson content. The confirmatory factor analysis results showed χ ²/df=2.577, CFI=.918, TLI=.882, IFI=.920 and RMSEA=.083. As a result of the hypothesis testing, it was confirmed that information seeking and time consumption as motivation for using online badminton lesson content had a positive (+) effect on acceptance attitude and perceived usefulness, while social exchange had a negative (-) relationship. In addition, perceived usefulness showed a positive (+) relationship with online word-of-mouth and spread, and acceptance attitude showed a positive (+) relationship with acceptance of online word-of-mouth, and a significant relationship with online word-of-mouth spread. didn't In the case of online lesson content, overall positive results were confirmed when the reliability and expertise of the information provided were verified, and research in related fields should continue because the influence relationship may appear differently depending on the characteristics of the event.

HOW PHD STUDIES CAN BE IMPROVED IN KAZAKHSTAN IN VIEW OF ADVANCES IN DIGITIZATION AND ONLINE EDUCATION

The current era is marked by digitization, which has significantly shifted scientific research, reporting, and publishing methods. Digital technologies have emerged as powerful instruments that can substantially improve education. Since gaining independence, Kazakhstan has made significant strides in developing its higher education system, particularly in doctoral education. Despite the achievements in the level and quality of doctoral studies in Kazakhstan over the past decade, the country’s postgraduate students still need help. This review aims to assess the current situation of doctoral studies in Kazakhstan and suggest possible ways to improve postgraduate programs. To improve postgraduate programs in Kazakhstan, the country’s doctoral students must undergo additional training through online modules, webinars, lessons or seminars on research methodology and ethics to ensure scholarly performance. It is also necessary to expand advanced training courses for statistical services at universities, develop specialized seminars designed for graduate students in related fields, such as biomedicine, medical biophysics, genetic engineering, etc., and provide opportunities for retraining specialists in the field of statistics and ethics of scientific research in the workplace.

EFL undergraduates’ perceptions of the use of screencast feedback in an online writing course

This paper is written based on action research in which screencast feedback was adopted as an alternative to traditional writing feedback in a 15-week fully online academic writing course due to the Covid-19 breakout. The data were collected from 89 second-year English majors at a public university in central Vietnam via an online survey to explore their perceptions of this feedback-giving method. The findings reveal that the surveyed students generally showed a positive attitude toward screencast feedback as this novel kind of giving feedback is said to be necessary and helpful for their writing improvement. Students also favored screencast feedback over traditional written feedback as it is more informative, understandable, interactive, and beneficial for mutual learning among students. However, they also pointed out that time consumption, a limited number of writing pieces receiving feedback, and overloaded information to retain are some major drawbacks to screencast feedback being given synchronously in online lessons. Therefore, adjusting screencast feedback delivery from synchronous to asynchronous mode, sharing both screencast feedback videos and documents on LMS for students’ revisits at their convenience, and maximizing students’ opportunities to receive feedback are some recommended ways to improve the effectiveness of using screencast feedback in online writing courses.

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

This study aims to investigate the effectiveness of active learning methodologies and technology tools in enhancing cognitive engagement among students in an online learning environment. Traditional teaching methods may not be sufficient to be replicated to engage students in online learning, which may lead to lower levels of cognitive engagement and reduced learning outcomes. Thus, it is essential to explore how technology tools and active learning strategy can be used to enhance cognitive engagement in online learning. This study involves the implementation of book-end method in active learning strategy and the adoption of technology tools such as Mentimeter, Padlet, Zoom or Microsoft Teams with breakout function and Canva in online classes. The theory of constructive alignment, how people learn (HPL) framework and scaffolding strategies are employed to ensure a seamless harmony between the provided activities and assessments. The students had to reflect their experience in this online learning classes and thematic analysis was conducted deductively using pre-determined themes based on cognitive engagement theory to analyse whether the students were cognitively engaged during the online lessons. The findings of this study indicate that book-end approach in active learning using higher order thinking skills activities and technology tools can significantly enhance cognitive engagement among students in online learning. The use of recaps infused with Mentimeter and breakout sessions powered by Zoom or MS Teams and Canva as the intermittent discussions tools, contribute to improved cognitive engagement. In conclusion, this study highlights the importance of using active learning methodologies and technology tools to enhance cognitive engagement in online learning. The findings suggest that educators should incorporate these tools and methodologies into their teaching practices to improve learning outcomes in online classes.

CURRENT TEACHING METHODS IN THE DISTANCE COMMUNICATION FORMAT

Currently, the distance learning format is of great relevance. The primary objective of this mode of education is to establish a secure learning and working environment for all participants in the educational process. Within the distance learning framework, material delivery can take on either an asynchronous approach (where students engage with the material independently, without direct teacher involvement) or a synchronous one (in real-time).
 Asynchronous formats encompass a range of tools and platforms such as Google tools, website creation (using appropriate platforms), educational platforms (New School, Matific), recordings of educational material (video lessons, video instructions), online tests (Google Forms, LearningApps, ClassTime), interactive whiteboards (Padlet), student project activities (Google Presentations), quizzes (Kahoot, myQuiz, Quiziz), and various other forms of interactive learning.
 Given the current circumstances and the unexpected shift to distance learning, teachers proactively engage in planning and creating chat spaces with students. Utilizing messengers streamlines communication, with chats serving as a platform for sharing homework updates, providing consultations to applicants, and conducting surveys – essentially, planning synchronous training.
 In the synchronous mode, various means are employed for presenting material. Video conferences, facilitated through platforms like Meet, Zoom, Discord, Skype, and FreeConferenceCall, are the most prevalent communication method in remote conditions. Meetings are arranged using pre-established links or QR codes. This format is versatile, extending its use to online discussions, voting, and consultations.
 Long and boring online lessons are not the best way to teach. Therefore, teachers should use and combine different teaching methods to help learners learn effectively. Modern methods, gadgets and programs make it possible to bring the level of online learning closer to live communication with students.

An analysis of parental involvement during Zoom-mediated heritage language instruction

Linguistic diversity has been increasing rapidly in Australian and New Zealand societies, and according to the most recent census (ABS, 2022) more than one in five Australian households speak a language other than English. Fostering bilingualism is important at all levels of education because it plays a crucial role in identity development (Caldas, 2006) and enhances academic performance (Han, 2012; Lindholm-Leary, 2016; Yurtsever et al., 2023). The home environment is obviously crucial for bilingual development (Mak et al., 2023) but broader community engagement is also needed. With heritage language communities often distributed broadly across contexts such as Australia and New Zealand, technology mediated language learning approaches (e.g., Zoom) hold strong potential in systematic efforts to promote bilingualism. A key element of effective online education is the quality of involvement of stakeholders, and in the case of online heritage language education involving young learners, parental involvement is crucial (El Nokali et al., 2010; Yang et al., 2023). To date, however, the involvement of parents in online heritage language education has not been adequately researched. The current research analyzes the parental involvement of six parent-child dyads during six Zoom-mediated lessons of Farsi as a heritage language. The aim of the research is to systematically describe the way parents interact with their children during these Zoom-mediated lessons and to establish a preliminary taxonomy of these behaviors. Such taxonomies can then be applied as a reference point for longer-term efforts to enhance parent involvement in online heritage language learning programs. The primary data source was the recorded screen videos of six parent-child dyads for six 45-minute online Farsi lessons. Learners’ work samples and parent interviews were also collected as additional data sources. The qualitative study employed various techniques to ensure rigor and reliability such as constant comparison, coding schemes and thematic analysis. These techniques helped researchers to identify recurring categories of parental involvement evident during the entirety of the online lessons. Analysis entailed enumeration and description of the type, frequency and duration of the various parental involvement behaviors that were evident in the videos. Behaviors included binary types, such as physical presence or absence and on-screen facial presence or absence. A range of more complex verbal and nonverbal behaviors were also salient in the data: nodding, gesturing, gaze orientation, screen pointing, reorienting learning materials and devices and so on. Different parents demonstrated varied levels of interaction with three main stakeholders: the facilitator, other parents and the learners. Differences in behaviors evident among the parents enabled a categorization of those who exhibited low, moderate or high levels of involvement with the online lessons. Through analysis of the results and the literature we suggest a preliminary taxonomy of parent involvement behaviors that occurred during online language learning. This model provides a useful reference point for future research, at all levels of education, that seeks to understand the dynamics of stakeholder involvement in complex online learning environments.

Specific Training Improves the Detection and Management of Patient-Ventilator Asynchrony.

Patient-ventilator asynchrony is common in patients undergoing mechanical ventilation. The proportion of health-care professionals capable of identifying and effectively managing different types of patient-ventilator asynchronies is limited. A few studies have developed specific training programs, but they mainly focused on improving patient-ventilator asynchrony detection without assessing the ability of health-care professionals to determine the possible causes. We conducted a 36-h training program focused on patient-ventilator asynchrony detection and management for health-care professionals from 20 hospitals in Latin America and Spain. The training program included 6 h of a live online lesson during which 120 patient-ventilator asynchrony cases were presented. After the 6-h training lesson, health-care professionals were required to complete a 1-h training session per day for the subsequent 30 d. A 30-question assessment tool was developed and used to assess health-care professionals before training, immediately after the 6-h training lecture, and after the 30 d of training (1-month follow-up). One hundred sixteen health-care professionals participated in the study. The median (interquartile range) of the total number of correct answers in the pre-training, post-training, and 1-month follow-up were significantly different (12 [8.75-15], 18 [13.75-22], and 18.5 [14-23], respectively). The percentages of correct answers also differed significantly between the time assessments. Study participants significantly improved their performance between pre-training and post-training (P < .001). This performance was maintained after a 1-month follow-up (P = .95) for the questions related to the detection, determination of cause, and management of patient-ventilator asynchrony. A specific 36-h training program significantly improved the ability of health-care professionals to detect patient-ventilator asynchrony, determine the possible causes of patient-ventilator asynchrony, and properly manage different types of patient-ventilator asynchrony.

Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators’ perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu.

Evaluation of a Remote Curriculum to Improve Internal Medicine Resident Knowledge and Confidence in Oncologic Emergency Identification and Management

Background Oncologic emergencies (OEs) are life-threatening complications of malignancy that can present in multiple clinical settings and necessitate early recognition and intervention. Most medical resident training is experiential, but variability in exposure can yield gaps in medical knowledge that could result in delayed patient care. Remote curricula are commonly used to fill these gaps and reduce classroom burden on trainees. Given their time-sensitive nature, OEs are a prime target to augment clinical experience with a supplementary curriculum to prepare residents for new scenarios. This study evaluates whether an original, remote curriculum improves internal medicine resident knowledge of and confidence in recognition and management of OEs. Methods With expert faculty input, we developed a remote curriculum for first-year internal medicine residents at a tertiary care academic medical center. The curriculum includes 6 OEs: tumor lysis syndrome (TLS), hypercalcemia (hyperCa), neutropenic fever (NF), hyperviscosity syndrome and leukostasis (HVS/LS), superior vena cava (SVC) syndrome, and malignant spinal cord compression (CC). OEs were selected based upon prominence in the literature, morbidity and mortality, need for urgent management, and association with malignancy. We created an online lesson in Qualtrics for each OE. Each lesson was designed to be completed in 15 minutes via computer or smartphone. Lessons were delivered by email every 10 days, with reminders every 5 days. Learning objectives for each OE lesson were to 1) identify concerning signs and symptoms, 2) order appropriate workup, and 3) provide prompt management in the appropriate clinical setting. Lessons included clinical questions and evidence-based information delivery contextualized by case presentations. We evaluated the curriculum's efficacy with a randomized, controlled study. First-year residents were randomly assigned to two groups (“Intern A” and “Intern B”). We built assessments of knowledge and confidence with expert faculty input. Confidence in identifying and managing each OE was assessed by Likert scale (“1 - completely confident,” “5 - not at all confident”). Knowledge was evaluated with 3 multiple choice questions per OE, for a maximum knowledge score of 18. After both groups completed the pre-test, Intern A received the curriculum. After curriculum completion, both groups completed the post-test. All interns were required to complete the curriculum, but research participation was optional. Residents consented to participation prior to each test administration. All lessons and research activities were anonymous. Analysis was completed in GraphPad Prism 9 using the unpaired t-test or one-way ANOVA with post-hoc testing, as appropriate. Results Thirty-nine internal medicine residents completed the curriculum. Twenty were assigned to Intern A and 19 to Intern B. Intern A had 10 pre-test respondents (50.0%) with a mean knowledge score of 9.13 (50.7% correct), and Intern B had 13 pre-test respondents (68.4%) with a mean knowledge score of 9.35 (51.9% correct). There were no differences by OE-specific score. Baseline confidence was similar between groups (Table 1). Comparison of mean knowledge scores is shown in Figure 1. Intern A and B had 9 (45.0%) and 10 (52.6%) post-test respondents, respectively. Both Intern A (mean 14.2; 95% CI, 12.8 to 15.7; 78.9% correct) and Intern B (mean 12.2; 95% CI, 10.5 to 13.9; 67.8% correct) significantly improved their knowledge scores compared to prior, though Intern A had a more marked effect size (Intern A mean difference 5.02; 95% CI, 2.84 to 7.21; P&amp;lt;0.0001; Intern B mean difference 2.66; 95% CI, 0.660 to 4.66; P=0.006). Intern A confidence significantly improved from the pre-test in both the identification and management of HVS/LS and SVC syndrome. Intern A confidence was significantly better than Intern B confidence in management of SVC syndrome at the time of the post-test (Table 1). Conclusions Baseline intern OE knowledge scores were sub-optimal. Intern participation in a remote OE curriculum improved knowledge acquisition to a greater degree than experiential learning alone. Confidence in identification and management of OEs with low pre-existing confidence, such as HVS/LS and SVC syndrome, improved in the remote curriculum. Further study should evaluate knowledge retention over time, resident clinical performance, and patient outcomes.

Perceptions of undergraduate student nurses on e-learning at University of Namibia Main Campus, Windhoek: a lesson learnt from the COVID-19 pandemic

The aim of the study was to explore and describe the perceptions of second year nursing degree student’s academic performance through e-learning during COVID-19 pandemic at University of Namibia Main Campus, Windhoek. A qualitative research design was adopted and a total number of sixteen (16) second-year nursing students were interviewed. An interview guide, an audio recorder and field notes were used as the data collection instruments. Convenience, purposive sampling was employed. Key themes which emerged from the study were: Student nurse’s perceptions regarding their e-learning experience; Student nurse’s perceptions regarding the availability of studying and learning resources such as gadgets and internet, Student nurses’ perceptions of the e-learning environment. The study revealed that student nurses during e-learning were negatively affected by many factors, such as lack of electronic resources (laptops, smart phones), low phone storage to download big files, slow internet connections/poor network coverage for telecom network (TN) in some areas, limited internet data (TN mobile 10 GB) provided by the institution monthly, limited time to complete online assessment, less effort from lecturers (dropping notes on the forum and not teaching compared to face-to-face learning), workload at home doing house chores and not excused for online lessons, living in remote areas with no electricity, cheating of students during online tests and assessments. The study recommends an increased in the amount of internet for telecom network (TN mobile) data provided monthly by the institution, lecturers to give sufficient time to complete online tests and assessments, and to develop a system that detects cheating.

Differences in the perception of the role of instructors among Western and Chinese students in online teaching practices

AbstractBackgroundThe global introduction of complex measures directed at the containment of the COVID‐19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e‐learning is relevant.ObjectivesThe main purpose of this article was to assess the efficiency of online‐based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching.MethodsThe research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e‐learning platform used, the focus was set on Microsoft Teams.Results and ConclusionsIn general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well‐being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction.

The PreEdTech Project – Preprimary School Teaching in the Digital Era

The article is a study of the PreEdTeh project (Erasmus + programme), developed within a partnership of kindergartens and education and ICT institutions from Romania, Greece, Italy, Lithuania and Turkey. The innovative project is deeply rooted in the partners’ pandemic experience and aims at providing pre-primary teachers with the means of adapting their activities to the online environment. It promotes professional development by strengthening the profiles of educators, empowering and equipping them with digital and pedagogical skills, as well as providing them with essential and logically structured open educational resources (OER), necessary for the developmental needs of preschool children. The article introduces the project’s objectives and outputs and gives insights into the development of the PreEdTech Guide, its online course, tutorials, lesson plans and curriculum. These provide teachers with all the elements and steps necessary for successful online activities with children as well as for a good collaboration with parents, which is the basis for teachers’ performance and well-being. The paper also presents the feedback collected from teachers participating in the pilot.

Do You Know What Fake News Is? An Exploration of and Intervention to Increase Youth’s Fake News Literacy

Youth should be correctly informed about what is happening in the world, but research on empowering people to identify fake news rarely targets youth. To take the first steps in increasing their fake news literacy, this study ( N = 298) qualitatively looks into youth’s (10–12 years old) fake news knowledge and quantitatively tests a fake news e-learning intervention (i.e., an online lesson in which youth learn about fake news and possible solutions). Our investigation of youth’s fake news knowledge showed that, before participating in the intervention, youth already had some knowledge of what fake news is and were aware of its problem. The intervention aimed to increase youth’s knowledge, awareness, and self-efficacy toward fake news. Although it did not increase youth’s knowledge or awareness of fake news, it successfully stimulated their self-efficacy in identifying fake news.

The Construction of English Teaching Resource Library in Universities Based on Mathematical and Statistical Multiple Regression Model

Abstract This research creates an online communication platform using a mathematical statistics multiple regression model to modify the online lesson plan. The irregular variables in the resource base data are precisely measured, and the regularity of the variables is discovered using mathematical statistics. To improve the teaching resource base, the partial derivatives of the sum of squares are found, the regression values are obtained, and the dispersion of the regression values are all obtained using the maximum likelihood estimation approach. Learning English using the developed instructional resource base increased average score by 1.7 points. It demonstrates how the created teaching resource base for English in colleges and universities is effectively used and how multiple linear regression causes the independent and dependent variables to correlate nicely.

Enhancing Asynchronous Online Learning with Mobile Augmented Reality Application: A Case Study in Higher Education Business Courses

This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on e-commerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and micro-credentials.

Improving Student Learning in Introductory Psychology Courses with Peer Mentors and Supplemental Instruction

Research suggests that the presence of peer mentors in Introductory Psychology classes can improve student performance by raising course completion rates, promoting achievement of student learning outcomes (SLOs), and elevating overall grades (Asgari &amp; Carter, 2016). Accordingly, Psi Beta student researchers brought honors psychology students into Introductory Psychology classrooms to serve as peer mentors. These mentors delivered three online lessons through Zoom, which covered scientific reasoning, biopsychology, and antidepressant therapy. The present study evaluated the effectiveness of these peer-presented lessons through a 64-item post-presentation assessment pertaining to Introductory Psychology. A total of 73 undergraduate psychology students from Irvine Valley College completed the assessment, with a control group of 64 participants and a treatment group of 9 students who participated in the supplemental Zoom lessons for extra credit. It was hypothesized that students who completed the supplemental lessons would score higher on the assessment than students who did not complete the supplemental lessons. A subset of hypotheses was posed that the treatment group would score higher on three individual SLO’s compared to the control group. These SLO outcomes encompassed the following abilities: First, recall of various fundamental concepts presented in Introductory Psychology, second, the application of critical thinking to differentiate between psychological misconceptions and truth, and third, the ability to recognize different research designs, and formulate conclusions based on data. Results indicated no significant differences between the groups on the overall assessment nor the individual student learning outcomes. Limitations include group sizes, potential bias in the treatment group, and reduced impact of online learning compared to in-person instruction. Future research should compare the relative effectiveness of live in-person lesson delivery, live Zoom sessions, on-demand pre-recorded lectures. Results from this study can be used to further enhance psychology instruction and ensure that students comprehend course content while simultaneously providing growth opportunities for peer mentors.

Analysis of the Construction and Course Effectiveness of the Online Course Platform for College Piano in the Background of the Internet

Abstract Internet technology continues to develop and deepen, course learning methods present diversity, and piano courses are an important way for colleges and universities to carry out students’ musical quality training. In this paper, we first propose a behavioral sequence analysis method for predicting students’ online course performance in the context of the Internet for college piano online courses. The sequence-based prediction task is divided into two stages in total. In the first stage, the sequence characteristics of students’ online course learning behaviors are predicted by mining the potential expressions of the implicit layer through deep RNN. In the second stage, the support vector machine is used to create an optimal segmentation hyperplane. The SPC two-stage classifier is able to predict student course grades in order to identify students with learning crises in time. Then a layered MVC model is used to design the university piano online course platform system. Finally, the performance of the platform and the effectiveness of the course were tested. When the number of concurrent users reached 150, the success rate of the server in processing transactions remained at about 96%, and the pre-test and post-test of students’ piano scores showed that the mean value of score-reading skills was 34.32 in the pre-test and 45.63 in the post-test, with a mean value improvement of 11.31. The study showed that the online course client had high operational performance and the online course could effectively the study shows that the online lesson client has high performance and the online lessons is effective in improving the students’ piano performance.

Perspective-Taking and Perspective-Sharing in Pediatric Education: Exploring Connections Between Strategies of Medical Students and Patients' Caregivers.

In pediatric education, caregivers are increasingly involved to share their perspective. Yet, an in-depth understanding of the perspective-taking process between medical students and caregivers is lacking. This study explored: 1) Which strategies do medical students use to take a caregiver's perspective and which facilitators and constraints do they perceive? 2) Which strategies do caregivers use to share their perspective with students? and 3) How do students' perspective-taking strategies relate to caregivers' perspective-sharing strategies? In an online lesson: two caregivers of pediatric patients, shared their story with 27 fourth-year Dutch medical students. After the session, students undertook an assignment where they individually reflected on how they took perspective. Students' reflections were collected via audio recordings. Caregivers were individually interviewed. Data were analyzed through thematic and cross-case analysis. Students used eight perspective-taking strategies, in various combinations. Students used inferential strategies, where they made inferences from available information, and cultivating strategies, where they attempted to elicit more information about the caregiver. Students perceived individual-, contextual- and caregiver-related facilitators and constraints for taking perspective. Caregivers shared their perspective by adopting multiple strategies to share their story and create a trusting learning environment. We visualized connections between students' perspective-taking strategies, facilitators/constraints, and caregivers' perspective-sharing strategies. By combining data from both perspective-takers (students) and perspective-sharers (caregivers), this study provides a foundation for future research to study perspective-taking between students and patients in an educational context. On a practical level, our findings provide tools for students, patients, and educators to enhance perspective-taking processes.