Online Modality Research Articles

Working Online During the Contemporary COVID-19 Pandemic.

Within the psychoanalytic school there has been substantial and ongoing debate about the efficacy of teleanalysis. However, as a result of the current COVID-19 pandemic and the online work with which the Jungian analytic community has now had to engage, this paper initially focuses on analysts' actual experiences of working by teleanalysis. These experiences highlight a range of issues like "Zoom fatigue", "online disinhibition", dissonance, confidentiality, the frame and working with new patients. Alongside these issues, there were ample experiences by analysts of both productive psychotherapy apace with analytic work involving transference and countertransference phenomena, all indicating that a genuine and good enough analytic process can occur with teleanalysis. An overview of the research and literature both prior to the pandemic and as a result of it, confirms the validity of these experiences so long as analysts are cognizant of the specifics of such an online modality. Conclusions to do with the question, "what have we learned?", alongside training, ethics and supervision issues are subsequently discussed.

TELE-PSYCHOTHERAPY OF ANXIETY AND DEPRESSION DISORDERS

IntroductionThe process of integrating technology into mental health pathways represents a social transformation that we are gradually getting used to. But does it represent a valid alternative to face-to-face care processes? In this paper we will consider telesychology as a tool for treating anxiety and depression and its validity. Anxiety and depression are harmful to individuals, suffering from these disorders, their caregivers, and the economy. Remote delivery of psychotherapy has been established as a viable alternative to traditional in-person psychotherapy for treating anxiety and depression. However, literature comparing and evaluating the variety of remote delivery modalities of psychotherapy has not yet been integrated.ObjectivesThis review examines the efficiency – to - practice and the limits of e-therapy and its mediums: telephone, video, and online-administered psychotherapy, for treatment of anxiety and depression.MethodsA comprehensive literature search, conducted using PubMed and PsycINFO included systematic reviews, randomized controlled trials, and cost-analysis studies focused on a remote delivery method of e-psychotherapy for anxiety and depressionResultsOverall, interventions delivered through telephone, video, and online modalities, have generally demonstrated good efficiency in treating anxiety and depression; also comorbid with other disorders. The literature also suggested that telehealth psychotherapy is accessible, convenient, and cost-effective.In evaluating the reviews on the databases, it also emerged that among the many psychological therapies for anxiety disorders, delivered digitally (CBT, Attention bias modification, Exposure therapy, Applied relaxation, Bibliotherapy, Psychodynamic therapy, Mindfulness, Behavioral stress management, Counseling), the best digital therapy is internet-based cognitive behavioral therapy (iCBT), in particular for Social Anxiety Disorder (SAD).Despite this, overall, the efficiency and practical benefits of remote psychotherapy interventions in treating anxiety and depression across a diverse range of patient groups suggested that it is an appropriate alternative for those who cannot access in-person psychotherapy.ConclusionsFurther research evaluating the efficiency and practical benefits of e-psychotherapy for anxiety and depression is much needed for patients with limited access to in-person psychological care. Moreover, it remains to evaluate the maintenance of therapeutic gains after the end of the treatments.Disclosure of InterestNone Declared

The Perils of Emergency Online Instruction, Students’ Preferred Learning Modality & Opportunities for Growth

As a result of emergency online teaching during the covid-19 pandemic, this study was conducted to determine faculty (n=144) and students’ (n=350) perceptions with their experience in an online teaching and learning environment as well as students’ preferred learning modality. Compared to students, faculty indicated better overall satisfaction with their commitment to teaching and their comfort level with technology prior to emergency online instruction, Wilk’s Λ= .851, F (7,428) = 10.721, p= <.001. Both, faculty and students were least satisfied with the quality of instruction during emergency online learning. The majority of students were more inclined toward in person learning (37%) followed by hybrid (33%) and online (30%) modalities. This study has uncovered additional challenges brought by the pandemic during emergency online teaching as well as opportunities expressed by participants. Future studies must explore learning modalities in greater depth (hi-flex, hybrid, fully online (synchronous/asynchronous), and in-person) to suit the diverse needs of students.

Gamification: Basic concepts and applications in radiology

Gamification is the use of elements from games in non-game environments, such as education. It is an alternative educational focus that promotes students’ motivation and participation in the learning process. Gamification had proven effective in training health professionals and can play an important role in diagnostic radiology training, both at the undergraduate and postgraduate levels. Gamification activities can be carried out in real environments, such as classrooms or session rooms, but there are also interesting online modalities that favor remote access and user management. The possibilities of gamification in virtual worlds to teach undergraduate students radiology are very promising and deserve to be explored in training residents. This article aims to review general concepts in gamification and to present the main types of gamification used in medical training, pointing out its applications and advantages and disadvantages and emphasizing experiences in radiology education.

Faculty Transition Strategies from In Person to Online Teaching: Qualitative Investigation for Active Learning

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University’s Mosaic Faculty Fellows Program. This program is intended to support faculty members’ perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semi-structured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.

Improving an online higher education pharmacology course based on students’ perception

Background: The COVID-19 pandemic outbreak transformed education thoroughly. Our in-classroom Pharmacology course had to be adapted precipitously into a completely online modality. Hence, we aimed to evaluate its efficacy for learning and improve it based on our students’ perception. Methods: Semi-open questionnaires were designed and applied at the end of the 2020 and 2021 courses to assess students’ satisfaction on the following fields: eLearning platform, lectures, synchronous discussion section, asynchronous collaborative work, and assessments. Data from the first online course was analyzed and evidence-based improvements were performed for the 2021 course. Quantitative comparison of cohorts was carried out. Furthermore, students’ perception from the last in-person course (2019) was analyzed. Results: The 2019-course questionnaire demonstrated a good acceptance towards an incipient use of the virtual campus. Comparison of the complete online cohorts revealed a significant increase in positive answers in six items: complementarity of lectures with discussion sections (85% vs. 100%), teaching strategy (30% vs. 84%), adequacy of faculty’s role (47% vs. 79%), pre- and post-class activities (30% vs. 55%), wording of exercises (30% vs. 55%) and assessments (50% vs. 97%). Moreover, a modification of the students’ requests expressed in the comment section was observed. Conclusions: Custom-designed semi-open questionnaires used to evaluate students’ perception and receiving feedback on the Pharmacology course provided high quality information to promote student-oriented changes that allowed for an improvement in the teaching-learning process.

The impact of the learning environment sudden shifts on students’ performance in the context of the COVID-19 pandemic

IntroductionThis study aims to determine the effect of sudden changes in learning environments on students’ performance, in the context of the COVID-19 pandemic lockdown. We present an analysis of the kinesiology program, focusing on the learning modality changes through the years, and its impact on students’ performance. MethodsWe analyzed three periods over five years. During the Pre-pandemic period (2018-2019), classes had been taught in-person, during the pandemic (2020-2021) classes had been taught online, and during end of lockdown (2022) classes had return to in-person modality. In addition, we also examined the academic performance outcomes by gender during the three periods. ResultsWe found that the academic performance significantly increased in all cohort of career, increasing the average grade from 4.7±0.08 (2018 to 2019, in-person) to 5.15±0.07 during the pandemic period, from 2020 to 2021, when online modality was utilized. Furthermore, when returning to in-person classes in 2022, the academic performance reduced significantly to 4.6±0.17. We also found that gender did not have an influence on academic performance in any of the learning environments presented. However, during clinical internships, we found that gender had a significantly effect on academic performance. ConclusionBased on these results, we conclude that the sudden shift from in-person learning to online learning modality helped improved the learning performance of student, reflecting those results on better students’ performance scores that could be associated with the enhanced efficient use of time.

Shifts in STEM Student Perceptions of Online Classes across 18 Months

ABSTRACT Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students’ perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: 1) Students’ perceptions of online classes have improved but are far from equivalent for a lot of the students. 2) Lab resources have improved a great deal, but lab experiences have only improved modestly. 3) Although students’ preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students’ perception of their learning experience. 4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper.

Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices

This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students’ context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.

Faculty Perceptions of How Their Altruistic and Servant Teaching Behaviors Influence Student Learning

The purpose of this qualitative exploratory case study was to explore how faculty teaching social sciences in a post-secondary online modality judge or perceive the influence of their altruistic and servant teaching behaviors on student learning. This study analyzed altruism and servant teaching theories and used a qualitative case study method. The study was completed at a four-year university and included participants who had at least three years of online teaching experience. Three research questions framed this study, asking how online social science faculty judge the influence of instructor altruistic and/or servant teaching behaviors on student learning. The study used three instruments to collect data, a questionnaire, one-on-one interviews, and focus group discussions. The coding process identified five themes, which were rapport, barriers, values, success, and response. From these themes, the data was found to be consistent with previous literature, showing that these behaviors can be influential in student learning.

Adapting a communication coaching intervention for obstetric sonographers delivering unexpected news: A qualitative study.

Despite widespread recognition that communicating unexpected news during obstetric ultrasound examinations is challenging, there is a dearth of research investigating how to teach evidence-based communication to sonographers. Communication Coaching is a supportive, positive method that has previously been associated with improvements in communication, patient satisfaction, and reduced burnout in clinicians. However, to date, no study has coached sonographers. This study explored stakeholders' views on a proposed Communication Coaching intervention and used these data to adapt the intervention for use with qualified obstetric sonographers. Semi-structured interviews were conducted with people who have a vested interest in unexpected news delivery and thematic analysis was conducted on the data. Eight sonographers, six people with lived experience of receiving unexpected news and six representatives from third-sector organisations who support expectant parents were recruited (18 women; 2 men, aged between 21 and 75 years). Participants viewed the planned Communication Coaching intervention favourably and suggested adaptations. The two main themes were (1) the practicalities of coaching, and (2) content. The first theme had four subthemes: (a) brief and flexible structure, (b) online modality, (c) sensitive and positive coach and (d) organisational awareness. The second theme had three subthemes: (a) specific language and behaviour recommendations, (b) adaptable to different service-users and situations and (c) confer relevant emotional skills and techniques. Communication Coaching could be a feasible and acceptable intervention for qualified sonographers if specific, limited adaptations are made as recommended by the stakeholders. Further evaluation of the intervention in practice is necessary.

Problem-Based Learning in Graduate and Undergraduate Chemistry Courses: Face-to-Face and Online Experiences

The problem-based learning (PBL) methodology has been applied in a set of chemistry courses at the University of Barcelona to determine the main factors that are relevant to a satisfactory application of this educational approach in different contexts (from undergraduate to master subjects). The exceptional situation resulting from the COVID-19 pandemic has also forced us to adapt this methodology from the traditional face-to-face modality to an online version. Thus, the resulting comparative study has allowed us to identify the main aspects of each subject, student background, and modality used, which are relevant to a satisfactory application of PBL. In general, the application of the PBL methodology using Moodle and BBCollaborate as live teaching platforms has a positive impact on student learning and satisfaction. Interestingly, although the face-to-face implementation is preferred to the online modality, students evaluate positively the application of online PBL with respect to the traditional online teaching. Thus, the intrinsic characteristics of PBL, which enhance the learning motivation with suitable problems to be solved in groups, makes this required collaborative work a key point to facilitate student learning.

Pre-clinical undergraduate students' perspectives on the adoption of virtual and augmented reality to their dental learning experience: A one-group pre- and post-test design protocol.

Background: We live in a time where traditional education has rapidly incorporated online modalities due to the recent SARS-CoV-2 (COVID-19) safety measures such as social distancing. Regardless of these challenges, health education constantly strives to implement the best technologies available for an effective student deep learning outcome. Virtual (VR) and augmented reality (AR) in the dental pre-clinical stage may help stimulate students to better understand the foundation material prescribed in the curriculum. Most visual material available for students is still mainly based on 2D graphics. Thus, this study will attempt to evaluate the students' perceptions about implementing VR/AR technologies in the learning setting. Methods: A single-group pretest-posttest design will be implemented where students will be exposed to VR/AR and fill out two questionnaires, one before and one after the exposure. Conclusions: This project is intended to start once the institutional ethical approval is obtained. It is expected that the analysis from the current project will provide recommendations to improve the students' academic curriculum pre-clinical experience. The recommendations will be provided in the form of at least three scientific publications, with one publication for each subject area intended to be evaluated (i.e., head and neck anatomy, dental anatomy, and removable prosthodontics).

Information Visualization Dashboard to Proctor Test-Takers During an Online Language Proficiency Test

Abstract As a result of the COVID-19 pandemic, the learning and evaluation processes have been moved to an online modality to keep social distance and reduce the spreading of the virus. The strategies implemented for assessment and proctoring in this online remote teaching and assessment emergency are no exception when proctoring test-takers. This problem is addressed from a practical context of study: the English Language Proficiency Tests of a University in southeast Mexico. Considering an iterative user-centered mixed methodology, a set of dashboards was designed, implemented and evaluated to visualize the information generated by test-takers during the administration process. An increase in the Usability of the dashboards is observed in all heuristic categories, with visual design being greater. The use of the mixed methodology and the constant user feedback during the process helped us to reduce development time compared with other works found in the literature. Moreover, it is possible to use the proposed dashboards in other application domains like medicine, or care facilities where user activity monitoring is needed to make informed decisions. categoryHuman-centered computing; Information visualization

Playing Online as Preparation for Mathematics: The Cultural-Historical Approach as an Alternative to Constructivism.

While the traditional method of teaching consists of repetition and memorization, the constructivist theory proposes independent discovery and free play. The cultural-historical approach, on the other hand, does not insist on the early introduction of formal mathematics as implicit or explicit knowledge. According to this outlook, important psychological developmental is necessary for the child before he/she can learn mathematics in primary school. To present a methodology for organizing the play activity of children of preschool age by introducing symbolic means on the materialized and perceptual levels as an essential aspect of preparation for learning mathematical concepts in primary school. The experiment consisted in pedagogical work in the online modality by the authors at a private college in the city of Puebla, Mexico. Eighteen children from three levels of preschool education (from three to six years old) participated in 45-minute sessions three times per week. There were six children from each preschool level. It was shown that playing with roles online allows children at least partially to include different symbolic means in their activity. This allows the children not only to satisfy their curiosity and be positively engaged in the topic of the play, but also to develop symbolic functions as preparation for intellectual actions with numerical content in primary school. The article shows a feasible way to organize preschool play with roles online and thus to scaffold the formation of children's imagination and ability to use symbolic means, which is important for future learning. The cultural-historical approach offers useful guidelines here, although more research is needed to support the development of children's symbolic function within math-specific activity, based on activity theory applied to learning.

Teaching Clinical Skills Using Online Modality through Modified Peyton's Framework: An Experience from a Medical University in Pakistan.

Medical institutions worldwide faced an unprecedented situation during COVID-19 of identifying alternative strategies to sustain the continuum of learning process. This led to several innovations in the traditional medical curriculum. This study explored the effectiveness and feasibility of using the Peyton's framework modified for a virtual platform (Microsoft Teams) for teaching clinical skills to first and second-year medical students at The Aga Khan University, Karachi, Pakistan. In 2020-2021, the modified Peyton's framework was integrated in the clinical skills (CS) curriculum for all first- and second-year students (N=200). For evaluation, a mixed-method design was used, with pre-and post-session questionnaires. Students' satisfaction was obtained through the standard session evaluation tool of the university. For the qualitative arm, to explore the instructors' experiences, purposive sampling was used (n=8) and a focused group discussion (FGD) was conducted. Finally, performance of the students at the end of year summative Objective Structured Clinical Examination (OSCE) was compared with the students of previous year. Quantitative data were analysed using STATA® version 15.1, using paired t-test to compare the differences in OSCE scores in selected CS stations. A p-value of <0.05 was considered significant for all tests. The FGD was transcribed and analysed through manual content analysis. Nine clinical skills (that included history and examination skills) were taught using the virtual platform. There was a significant improvement in post-session questionnaires in seven of these skills (p value <0.01). Session evaluations showed that most students were satisfied with the learning experience. The instructors showed that the online teaching offered a promising platform for teaching history taking skills. The OSCE scores showed mixed results, with significant improvement in two out of four repeated stations by using paired t-test [abdominal exam (87.33 ± 8.99, <0.001); and precordial examination (88.45 ± 8.36, 0.001)]. Modifying Peyton's framework to a virtual platform allowed us to sustain the continuum of clinical education during the COVID-19 pandemic. The results support the use of a blended learning environment for teaching clinical skills.

Impact of On-line Physical Activity Sessions on the Well-Being of Older People: The Value of the University Extension

The purpose of this study was to carry out an exploratory analysis of the value of on-line physical activity sessions proposed from the university extension on the well-being of a group of older adults. Methodology: A protocol for physical activities focused on virtual sessions for older adults was developed. 12 sessions were applied and at the end, both the participants and the instructors were sent a digital questionnaire to provide their impressions of what they experienced in this period. Results: The participants showed in general, a better physical state and a positive response when doing physical activities on-line, and instructors expressed their satisfaction with the on-line modality. Conclusion: The participants indicated that the on-line sessions felt very good and helped them improve their physical condition, so the university should consider this strategy in its actions to be developed from the university extension.

Cooperative-flipped classroom under online modality: Enhancing students' mathematics achievement and critical thinking attitude

The effectiveness of devoting more time to student-centered activities than lectures inside the classroom is discussed in the paper. The use of pre-recorded videos of lessons to supplement teachers' lectures gives students plenty of time to prepare and study the material in advance and allows teachers to spend the majority of their lecture time on interactive activities that will encourage students to think critically and improve their communication skills. The study aimed to enhance the mathematics achievement and critical thinking attitude of senior high school students. As shown by the quantitative data gathered, the study demonstrated how teachers' teaching methods and students' attitudes toward critical thinking affect students' ability to do mathematical tasks. Significant differences were manifested in the pre-test and post-test results of mathematics achievement of the CFc group as well as in the post-test result of CFc and the pure online groups. A significant regression model was also shown to support the influence of critical thinking attitude on the mathematics achievement of the participants. Meanwhile, the qualitative data gathered from the journal of the students revealed that, as one of the lingering effects of the CoViD-19 pandemic in the Philippines, more exposure of students to self-paced and technology-aided teaching materials contributes to their ability to learn independently and examine their self-regulative learning process, which is a result of inverting the classroom. Additionally, in a mathematics classroom, cooperative learning techniques proved to be an excellent complement to flipped learning.

Disclosing the Challenges of Online Modality of Learning of Intermediate Students in Doña Remedios Trinidad

This study focused on how the eight intermediate students from Pulong Sampaloc Elementary School in Doña Remedios Trinidad, Bulacan, perceived their experiences using the online learning mode in terms of technological, pedagogical, and social challenges. The qualitative phenomenological research design was used in this study to understand and describe the universal essence of a phenomenon, herein the lived experiences related to the challenges they met in the new modality of instruction. The findings were taken from their responses to guided interview questions personally conducted and administered by the researcher. Observations and recordings of their experiences and challenges were taken, analyzed, and presented. The intermediate students of Pulong Sampaloc Elementary School faced technological, pedagogical, and social challenges. However, because they were determined to succeed and complete their education, they could deal with it and achieve the results of their efforts in the best available and possible way.

Does the Teaching Modality and Exam Proctoring Setting Influence Pre-Clinical Medical Students' Performance? A Retrospective Cohort Study of Student Performance in Remote Versus Face-to-Face Setting, Dubai, United Arab Emirates.

The intent of this study is to compare the academic performance of pre-clinical medical students in online teaching with online proctoring settings versus face-to-face (F2F) teaching with traditional F2F exam proctoring settings. In 2019, the world was faced with a rapidly progressive pandemic of COVID-19. Consequently, numerous institutions have opted to transform from the traditional F2F teaching method to an online modality, ensuring the safety of their students and maintaining the effectiveness of their educational programs. In particular, medical universities faced a unique challenge in creating a new learning system due to their atypical curriculum, which often involves hands-on training and is not easily adaptable to remote teaching. The core of this study is based on the scores of first-year undergraduate medical students across three academic years from the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai (MBRU), United Arab Emirates (UAE). Course and semester grades were collected and compared in both F2F and online teaching modalities as well as exam settings. Our results show that major courses with high-credit courses had no difference in students' performance regardless of the teaching modality, and in low-credit courses, students generally did better in the online teaching modality. Regarding exam settings, no significant difference was observed in students' performance. With few studies examining the variations between F2F and online teaching, the current study in the UAE is the first study comparing academic performance during the COVID-19 era. Our findings illustrate no significant difference between both online and traditional F2F learning. Therefore, given the considerable potential of alternative teaching modalities, future studies are encouraged to explore the efficacy of online learning and proctoring methods.