Online Modality Research Articles

Online Engagement and Learners’ Academic Performance: A Correlational Study

The COVID-19 pandemic has led the Department of Education to rethink and redirect the way education is delivered in the country. One of the innovations was engaging students in the online modality. This study investigated the online engagement of 32 grade VI learners in one of the schools in the Division of Cadiz City and correlated it to their academic performance. The respondents of the study were composed of 11 males and 21 females. The study utilized descriptive correlational research with the use of a questionnaire as an instrument to gather data. Due to restrictions on the face-to-face conduct of the study, the instrument was sent to the learners through their respective advisers. Results revealed that there was a great extent of online engagement among the learners (M=3.99, SD= 0.71). The academic performances of the learners showed a very satisfactory result (M=88.31, SD=1.874). It further showed that there was a significant relationship between online engagement and academic performance (p value=0.056) of grade 6 learners. The results only show that online learning is a significant learning modality that would address the concern of learning continuity among learners.

Beyond the classroom walls: Stakeholder experiences with remote instruction in Post RN baccalaureate nursing program during the COVID-19 pandemic: A qualitative inquiry.

The COVID-19 pandemic led to the closure of educational campuses and the suspension of conventional classroom teaching globally and locally, and many switched overnight to an online modality. The change was experienced differently by varied audiences, given the availability of resources. The study aimed to examine stakeholders' experiences of emergency remote instructions in the Post-RN Baccalaureate Nursing Program during the COVID-19 pandemic. A qualitative descriptive exploratory design with a purposive sampling technique was used at a private nursing university in Karachi, Pakistan. Focus group discussions with students and faculty were conducted separately, while in-depth interviews with key informants were held using semi-structured interview guides. The focus group discussions and in-depth interviews were recorded electronically and transcribed and translated, coded, and analysed manually. Findings uncovered two major themes. (a) Remote teaching and learning-a paradigm shift; and (b) Remote learning ecosystem-a challenging team sport. The first theme denotes a major shift in pedagogical approach migrating from blended learning model to a complete online modality. Theme two uncovers the efforts and teamwork of the various stakeholders who assisted in mitigating the challenges collaboratively when migrating to virtual learning environment. Findings suggest that to continue to thrive in the post-COVID world, faculty, students, and key informants must collegially enhance the teaching, learning, and assessment strategies and student-teacher interaction, capitalising on evidence-based practices, trial and error, multi-level support mechanisms, and partnerships. The study recommends building resilience in instructional and administrative infrastructure to prepare for future events like pandemics and suggests development of evidence-informed blended and online nursing programmes in the region.

An EEG Dataset of Subject Pairs during Collaboration and Competition Tasks in Face-to-Face and Online Modalities

This dataset was acquired during collaboration and competition tasks performed by sixteen subject pairs (N = 32) of one female and one male under different (face-to-face and online) modalities. The collaborative task corresponds to cooperating to put together a 100-piece puzzle, while the competition task refers to playing against each other in a one-on-one classic 28-piece dominoes game. In the face-to-face modality, all interactions between the pair occurred in person. On the other hand, in the online modality, participants were physically separated, and interaction was only allowed through Zoom software with an active microphone and camera. Electroencephalography data of the two subjects were acquired simultaneously while performing the tasks. This article describes the experimental setup, the process of the data streams acquired during the tasks, and the assessment of data quality.

Sustainability of Fully Online and Rapidly Growing EdD Programs: Using Student Demographics to Improve Program Outcomes

The phenomena of small Doctor of Education (EdD) cohorts and in-person communities of inquiry have been replaced by larger scale, fully online programs. Faculty must engage in deep reflection on their new realities to ensure that their curricular, programmatic, and other practices are evidence-based and developed to account for diverse factors guiding students’ academic performance, motivation, and career aspirations. The current study utilized descriptive research to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the southern United States. A total of 316 students enrolled in an online program were invited to complete the survey, of which 131 responses were analyzed. Results revealed statistically significant differences in students’ attitudes based on their academic level and master’s degree focus. Further, students were more likely to benefit from their online EdD programs based on motivation, self-efficacy, and interest in professional development opportunities. The most notable implications of this research stem from the discovery that online EdD program outcomes can be significantly moderated by student demographic and background variables. The findings offer practical recommendations for all EdD programs challenged with navigating the three phenomena becoming the norm in EdD education in the US – increased enrollments, student diversity, and online modality.

Comparative Efficacy of Online vs. Face-to-Face Group Interventions: A Systematic Review

Purpose: Online group-based interventions are widely adopted, but their efficacy, when compared with similar face-to-face (F2F) psychosocial group interventions, has not been sufficiently examined. Methods: This systematic review included randomly controlled trials (RCTs) that compared an intervention/model delivered in both F2F and online formats. The review adhered to PRISMA guidelines and was registered with PROSPERO. Results: The search yielded 15 RCTs. Effect sizes ranged from small to exceptionally large. Between-condition effect sizes yielded nonsignificant differences in effectiveness except for three studies that reported superior effectiveness in outcomes for F2F interventions. High heterogeneity was found where only two studies integrated rigorous designs, thus limiting opportunity for a meta-analysis evaluation. Conclusions: Most studies showed comparable outcomes in both F2F and online modalities. However, given the heterogeneity of samples and outcomes, it is premature to conclude that online treatment is as effective as F2F for all challenges and populations.

Complex trajectories in higher education students: online and face-to-face universities

Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students’ trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students’ gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.

The BIORES-21 Survey: Insights Into Remote and Online Education in Biomechanics and Mechanobiology.

The COVID-19 pandemic necessitated mainstream adoption of online and remote learning approaches, which were highly advantageous yet challenging in many ways. The online modality, while teaching biomedical engineering-related topics in the areas of biomechanics, mechanobiology, and biomedical sciences, further added to the complexity faced by the faculty and students. Both the benefits and the challenges have not been explored systematically by juxtaposing experiences and reflections of both the faculty and students. Motivated by this need, we designed and conducted a systematic survey named BIORES-21, targeted toward the broader bio-engineering community. Survey responses and our inferences from survey findings cumulatively offer insight into the role of employed teaching/learning technology and challenges associated with student engagement. Survey data also provided insights on what worked and what did not, potential avenues to address some underlying challenges, and key beneficial aspects such as integration of technology and their role in improving remote teaching/learning experiences. Overall, the data presented summarize the key benefits and challenges of online learning that emerged from the experiences during the pandemic, which is valuable for the continuation of online learning techniques as in-person education operations resumed broadly across institutions, and some form of online learning seems likely to sustain and grow in the near future.

Web Design for Emotion Tracking in Individuals with Major Depressive Disorder

Major Depressive Disorder (MDD), classified as an affective disorder, has been observing an escalating incidence annually. Despite the growing focus on MDD, there remains a paucity of research dedicated to emotion-tracking software tailored for MDD patients. While a plethora of emotion-tracking applications exists, none can concurrently document emotions and facilitate psychological interventions. This manuscript delineates a web application that amalgamates emotion documentation, analytical procedures, and psychological counseling tailored for MDD patients. The discourse encompasses three pivotal facets: the implications and intricacies of UI design, the functional blueprint, and the actualization of functionalities. The UI design is elucidated from both visual and interactive dimensions, and the functional architecture is broached from the perspectives of both patients and clinicians. Employing the React framework, the application adopts the MVVM architectural pattern, integrates a distributed database system, and endorses interfaces for advanced algorithmic extensions, proffering a streamlined online modality for emotional alleviation and therapeutic interventions for MDD patients.

Exploratory study on the adaptation of online services offered to people with disabilities, in the context of the COVID-19 pandemic

Aim: During the COVID-19 pandemic, many community organizations offering services to people with disabilities (PWD) changed their service delivery, switching from in-person to remote services. However, little is known about what it was like for organizations to quickly pivot their service delivery. The study explored barriers and facilitators to access community services for PWD and identified potential improvements to these services.Methods: The study used a mixed method, multiple case study design, which included a convenience sample of 27 participants recruited from four community organizations delivering services to PWD. Participating staff and members participated in six different focus groups and completed a questionnaire about their level of satisfaction regarding the evolution of the services. Inductive thematic analysis was conducted on the focus group data and the data from the questionnaires were descriptively analyzed.Results: The thematic analyses revealed four themes: “Succeeding in adapting the interventions to continue providing services”, “Enjoying a lot of new things about the new online modality”, “Key elements that have facilitated the transition” and “Facing some difficulties implementing online services”. The median satisfaction score demonstrated that the participants were satisfied with the services. The success of these organizational changes relied on the adoption of new methods and approaches to service delivery.Conclusion: Through this study, barriers and facilitators that the organizations and their beneficiaries have experienced during the pandemic were identified as well as suggestions for improvement. The organizations consider maintaining online services beyond the pandemic to offer PWD easier access to community services.

The Vision of Spanish Schools in Post-Pandemic Times

Extraordinary measures were required due to Covid-19, such as confinement and emergency distance education. With health regulations in place, the schools then returned to face-to-face instruction and used the lessons they had learned to improve the teaching standard. The study's intention is to investigate how Spain's schools are evolving post-confinement, with a particular interest in the digitalization of schools, teaching competence and future models of education. Method: The approach was qualitative; the instrument was a semi-structured interview, constructed ad hoc by experts and applied by trained interviewers. The sample consisted of 75 principals or members of management teams from primary and secondary schools in Spain. We carried data coding and analysis out using Atlas.ti software. Results: The confinement led to difficulties in adapting teaching to the online modality. Using the pandemic as a catalyst, schools were able to quickly move to digitalization, expand teacher training in digital technology with varying levels of compliance, and introduce new methodologies such as active learning strategies. Conclusions: Schools in Spain have introduced changes in their technological processes and equipment and slight methodological aspects. Teachers require more training on teaching skills, especially digital skills. Finally, the traditional face-to-face model is valued but is questioned and alternatives are considered.

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

PurposeThis paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.Design/methodology/approachA quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.FindingsSurvey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.Research limitations/implicationsThis study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.Originality/valueThis research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach

It is becoming increasingly clear that not all students require the same education, and the requirement of personalized education is increasingly in demand. The incorporation of adaptive learning (AL) has increased in recent years. However, research on this subject is still evolving at the university level. In this study, we investigated the impact of integrating an AL tool (CogBooks®) in a university course (statistics for decision making) taught in an innovative online modality called FIT (flexible, interactive, and with technology), in which the course is designed in the CANVAS® platform and uses Zoom® as a means of communication with students. Learning outcomes were compared between the FIT courses with or without AL and between AL strategies in online and face-to-face courses. It was clear that AL improved the students’ achievement regardless of the modality. In addition, we conclude that students achieve better in AL courses in the classroom than in distance courses. Satisfaction surveys favor a preference for FIT courses with AL over classroom classes with AL. Our results suggest that AL is a solid strategy for teaching undergraduate courses.Graphical abstract

A Longitudinal RCT on the Effectiveness of a Psychological Intervention for Hospital Healthcare Workers During the COVID-19 Pandemic: What We Learned to Date.

The COVID-19 pandemic has led to significant psychological distress among frontline healthcare workers (HCWs), with a particular increase in trauma-related symptoms. This study investigated the longitudinal course of trauma-associated symptoms and behaviors in HCWs and the effectiveness of a brief dialectical behavior therapy (DBT)-informed intervention in mitigating these symptoms over 12months. The trial included 225 HCWs randomly assigned to one of three groups: no intervention (control), in-person DBT-informed intervention, or online DBT-informed intervention. Over time, a natural decrease in PTSD symptoms was observed in all groups. Contrary to expectations, no difference was found between the control and intervention groups. However, for participants with severe PTSD symptoms, the intervention significantly mitigated their distress. No differences emerged between in-person and online interventions, suggesting equal effectiveness. Females reported higher trauma-related symptoms, while no differences emerged among different professional roles. These findings underscore the importance of targeted interventions for HCWs experiencing severe symptoms and highlight the potential of online modalities. Further research is needed to optimize the deployment of mental health resources within the healthcare setting, particularly during crises.

Switching to virtual classes: exploring teacher readiness under the ‘new normal’

ABSTRACT The recent global pandemic necessitated a shift which compelled educators to embrace online modalities. The authors examined the preparedness of teachers for this transition in three key domains: material readiness, home environment readiness and psychological disposition readiness. Survey data, gathered from 219 Filipino educators via an online questionnaire, revealed noteworthy insights. Most respondents registered a lack of confidence in internet connectivity and admitted not having household surroundings conducive to work-from-home arrangements. Despite some educators expressing readiness for online instruction, a prevalent theme emerged wherein a majority demonstrated unwillingness to assume the role of ‘digital teachers’. This study posits that while transitioning to non-traditional spaces like the online platform is imperative in times of global pandemic, being mindful of the myriad of readiness issues faced by educators is equally important to ensure a truly meaningful and effective online teaching experience.

PROBLEMS AND BENEFITS OF ONLINE SCHOOLING

This study aimed at describing the problems and benefits of online schooling in a secondary accredited private university in the Philippines. A total of 373 respondents which include teachers, students and parents were respondents in this study. The descriptive cross-sectional method of research was used to gather data. Based on the result, some benefits of online schooling include: technological skills, use of technology and utilization of online resources are enhanced, unruly students can easily be identified and muted, promotes research and utilization of online resources. Some of the problems brought up in the use of online class include: not all students can access online class as scheduled, there are health concerns associated with online class including stress. Among the recommendations include: inclusion of online modality as learning option, reducing workloads to essential tasks, induce training, technology upgrade, and provide resources and flexibility. KEYWORDS: Online schooling, flexible learning, problems, benefits, descriptive research

Navigating the Shift: Faculty Preparedness for Online Teaching in the Evolving Global Higher Education Landscape

In the global landscape of higher education, online teaching and learning has transcended being a mere trend to become an essential requirement in most universities and colleges. The shift from traditional classroom instruction to the online modality requires faculty members to prepare for this transition. This study utilized a qualitative research method with a phenomenological design to investigate faculty preparedness for online teaching and learning within the context of the pandemic. Fourteen participants in the six campuses within Ifugao State University in Ifugao, Philippines took part in the study. Findings reveal that faculty members at Ifugao State University face diverse experiences and challenges during their transition from traditional face-to-face teaching to online instruction. Faculty members’ backgrounds and prior exposure to online teaching significantly shaped their preparedness and confidence in navigating this shift. The study underscores the crucial role of factors such as experience and technological skills in influencing faculty members’ preparedness for online teaching, as well as their self-acknowledged limitations in addressing the unique complexities of the online modality. These findings emphasize the importance of tailored support, resources, and training opportunities to enhance faculty preparedness for effective online pedagogy.

A randomized waitlist control trial of the Make the Connection® online program for caregivers of infants and young children: Study protocol.

A positive child-caregiver relationship is one of the strongest determinants of child health and development, yet many caregivers report challenges in establishing a positive relationship with their child. For over 20 years, Make the Connection® (MTC), an evidence-based parenting program, has been delivered in-person by child-caring professionals to over 120,000 parents to improve positive parenting behaviours and attitudes. Recently, MTC has been adapted into a 'direct to caregiver' online platform to increase scalability and accessibility. The purpose of this study is to evaluate the effectiveness of the online modality of MTC in increasing parenting knowledge, attitudes, and the perceived relationship with their child, and to understand barriers and facilitators to its access. Two hundred caregivers with children aged 0-3 years old will be recruited through Public Health agencies in Ontario, Canada. Participants will be randomly placed in the intervention or waitlist control group. Both groups will complete a battery of questionnaires at study enrolment and 8 weeks later. The intervention group will receive the MTC online program during the 8-week period, while the waitlist group will receive the program after an 8-week wait. The study questionnaires will address demographic information, caregivers' relational attitudes towards their infant, self-competence in their caregiver role, depression, and caregiver stress, as well as caregivers' and infants' emotion regulation. Results from this study will add critical knowledge to the development, scaling, and roll out of the MTC online program, thus increasing its capacity to reach a greater number of families. The study was registered with ClinicalTrials.gov on 15 March 2023 (NCT05770414).

Using ZOOM-events for Scientific Conferences: The ICHEP 2022 Experience

The organization of seminars and conferences was strongly influenced by the covid-19 pandemic. In the early period of the pandemic, many events were canceled or held completely online, using video conferencing tools such as ZOOM or MS Teams or Google Meet. Later, thanks to large-scale vaccination and immunization, it was possible to organize again large events in person. Nevertheless it was still necessary to provide online modalities for participants who could not participate in person, having in fact hybrid events with both remote and in person participation. However, in 2022, the global pandemic situation was patchy, with many countries still affected by travel restrictions, making it necessary to provide online modalities for participants who could not participate in-person, having in fact hybrid events with both remote and in-person participation. In this contribution we describe the experience with the ZOOM-Events platform, used for the ICHEP 2022 International Conference on High Energy Physics, held in Bologna in July 2022, with about 1100 participants in-person and 300 connected remotely. We describe in detail how the ZOOM-Events platform was configured for the management of the numerous parallel sessions and the granting of access to participants and how we dealt with the problems that emerged in the organizational phases.

Nutrition Education Needs and Barriers of Uninsured Clients who Utilize Free Clinics in Western North Carolina.

Many uninsured adults rely on free health clinics for prevention and treatment of chronic disease. Little is known about the nutrition education needs of adults served by free health clinics, especially those living in counties within the Western North Carolina Appalachian Mountain Region. An in-person survey was distributed to 202 clients of two free health clinics in western North Carolina. Descriptive analyses were conducted to determine frequency distributions for food and physical activity practices, acceptable topics and strategies for nutrition education, and the acceptance and barriers for various modalities. Depending on the clinic, 49-58% of participants were female with an average age of 45, and Caucasian (48-66%). Around half reported barriers to cooking. The majority frequently ate takeout and engaged in exercise. Participants were most interested in receiving local produce and recipes and were most likely to use a smartphone for nutrition information. Participants preferred actionable interventions but needed help overcoming barriers to food access and cooking. Future interventions within clinics should focus on assessing patient needs and tailoring services. As transportation was the most commonly cited barrier, clinics could leverage online modalities to enhance clinic education in this population since a majority of clients had access to the internet via smartphone and over half cited interest in online nutrition education.

Analyzing Teaching Self-Efficacy Correlates in Virtual Education: A Gender-Driven Structural Equation Modeling Approach

The study focused on the Philippines' education system, which abruptly adopted to online education due to the COVID-19 pandemic. The study used different theories to explore the relationships between online teaching self-efficacy and other affective variables. The researchers used structural equation modeling (SEM) to develop a model that showed the correlations among the identified variables in general and when grouped according to gender. The study found that only three pairs of latent variables were positively correlated at an average extent, indicating a low correlation between the variables. The findings drawn out from the final model can certainly benefit teacher-educators and institutional leaders alike who would most probably explore the idea of introducing the online modality as a supplementary requirement for the preservice teachers’ internship in the near future. Thus, institutions that offer education programs must find ways and means to motivate preservice teachers to online teaching as there are revealed to be the rudiments, based on the final model to a positive attitude and a favorable satisfaction level toward online language teaching.