Online Program Research Articles

An Assessment of the Efficacy of an Online Pain Management Programme During the Covid-19 Pandemic.

Following the outbreak of the Covid-19 pandemic and associated social distancing requirements, Pain Services were no longer able to deliver face-to-face Pain Management Programmes (PMP). As an alternative, the Bury Integrated Pain Service developed an interactive, online programme, delivered via Microsoft Teams videoconferencing technology. However, the efficacy of such programmes is unclear. The aim of this project was to assess whether comparable results were observed with online PMPs as with face-to-face PMPs. A non-inferiority study comparing patients attending an online PMP to a historical cohort of patients attending face-to-face PMPs. Analyses of variance were performed to assess between group differences and chi squared tests to compare the proportion of patients making clinically meaningful changes in pain, musculoskeletal health, anxiety, depression and self-efficacy. 24% of patients (n=9) deemed suitable for the online PMP were unable to participate due to technological difficulties. This resulted in 28 people attending the online PMP. Greater mean reductions in anxiety (GAD-7 mean difference=1.9; p<0.05) and depression (PHQ-9 mean difference 3.3; p<0.05) were observed with face-to-face PMP and a greater proportion of patients made clinically meaningful improvements in musculoskeletal health (face-to-face=13; online=5), anxiety (face-to-face=7; online=1), and depression (face-to-face=11; online=2). Some patients appear to obtain significant benefit from online PMPs, but this appeared to be to a lesser extent than face-to-face PMPs. It is possible that factors related to the experience of the pandemic influenced these results. However, online PMPs appear to show some promise and further research is warranted to explore the value of online PMPs.

Enumeration and Representation Theory of Spin Space Groups

Fundamental physical properties, such as phase transitions, electronic structures, and spin excitations, in all magnetic ordered materials, were ultimately believed to rely on the symmetry theory of magnetic space groups. Recently, it has come to light that a more comprehensive group, known as the spin space group (SSG), which combines separate spin and spatial operations, is necessary to fully characterize the geometry and underlying properties of magnetic ordered materials. However, the basic theory of SSG has seldom been developed. In this work, we present a systematic study of the enumeration and the representation theory of the SSG. Starting from the 230 crystallographic space groups and finite translation groups with a maximum order of eight, we establish an extensive collection of over 100 000 SSGs under a four-index nomenclature as well as international notation. We then identify inequivalent SSGs specifically applicable to collinear, coplanar, and noncoplanar magnetic configurations. To facilitate the identification of the SSG, we develop an online program that can determine the SSG symmetries of any magnetic ordered crystal. Moreover, we derive the irreducible corepresentations of the little group in momentum space within the SSG framework. Finally, we illustrate the SSG symmetries and physical effects beyond the framework of magnetic space groups through several representative material examples, including a candidate altermagnet RuO2, spiral spin polarization in the coplanar antiferromagnet CeAuAl3, and geometric Hall effect in the noncoplanar antiferromagnet CoNb3S6. Our work advances the field of group theory in describing magnetic ordered materials, opening up avenues for deeper comprehension and further exploration of emergent phenomena in magnetic materials. Published by the American Physical Society 2024

Searching for application areas for using AI and VR in the Higher Education classroom in Ireland

The changing landscape of education for all, internationally, has led to education policy and operationalisation mis-matches, we advocate for active learning and critical pedagogy in our modern society but our society and resources are not sufficiently welcoming to adopting emerging hardware and software in the classroom. Resource constraints restrict the move from experiential learning to implementation where resistance is in-built within our culture to hold on to traditional teaching and learning methods and delivery mechanisms. We are familiar and open to science requiring apparatus, but using tools such as virtual reality and artificial intelligence in our everyday teaching and learning is uncommon and warrants further evidence to support its implementation to becoming the norm. Education is the keystone for progress, we promote education as a sustainable, complementary activity to economic social and caring aspects of our society. As an integral part of the UN Sustainable developmental goals how we meet the objectives are contextual and in Ireland we currently adopt a traditional in-person educational experience with many online programmes affiliated with options for lifelong learning rather than mainstream education. Thus the experience of the authors through SEERLab (South East Education Research Lab) to design and develop teaching and learning artefacts is presented in this paper. SEERLab focuses on strategies to build a sense of community in HE (virtually) of educationalists who through their own learning experiences gain empowerment to dramatically change the classroom composition, using both physical hardware (VR headsets) and software (AI) to accentuate critical thinking and immersive learning in the classroom. There is evidence to support the use of VR in the classroom toward enhanced engagement of students (Kavanagh et al., 2017 and Campos et al., 2022). However, the emergence of new education policies based on data, learning analytics, tertiary market demand and access is not easily understood in our communities. We purport that educationalists need to embrace change at HE to administer and deliver curriculum using non-standard applications. This research initiated by lecturers in the design of pilots to meet learning outcomes through using VR is gathering evidence to further develop HE policy using VR in the classroom. There are tensions in global societal research discourses in relation to emerging technologies such as AI and scant social scientific research on societal attitudes towards AI; its value and limitations in education, fears and emotions about AI technology which requires redress. Without guidance lecturers advocating for the use of VR and AI in the classroom are challenged to demonstrate understanding the socio-cultural legitimacy of AI in Irish society. We present the cases of SEERLab that has been established to scaffold educationalists toward enhancing their attitudes towards VR and AI. These challenges can be overcome using an innovative pedagogical approach to link the needs of teachers and lecturers and students to untangle the complexity of emerging technology and deliver educational solutions globally and nationally. The pilot cases presented include modules from Nursing, Business and PhD postgraduate programmes. The piloting of this technology is moving to implementation stage and along with evidence from open educational communities we present the potential benefits and limitations of VR and AI in HE classrooms, which can lead to engaged students, innovative pedagogies, misperceptions, heightened sense of risk, inertia and resistance to its adoption. Universities, governments and organizations can work together to raise awareness about VR and AI through education and outreach initiatives aimed at different student cohorts but this necessitates greater knowledge in relation to accessibility, usability and educational ‘buy in’ and exposure to VR and AI technologies that combine scientific expertise with pedagogical know-how.

The effects of a teacher-led online mental health literacy program for high school students: a pilot cluster randomized controlled trial

Background Adolescents are vulnerable to mental health problems, and this vulnerability may be enhanced in situations such as the present COVID-19 pandemic. Online mental health literacy (MHL) education may help adolescents maintain/improve their mental health, especially in situations where face-to-face education is difficult. Aims To evaluate the effects of a teacher-led “online Short MHL Program (o-SMHLP)” delivered online to grade 10 students in their classrooms. Methods Students (age 15–16) were randomly assigned to an o-SMHLP group (n = 115 (3 classes)) or a control group (n = 155 (4 classes)) at the class level. The program consisted of a 20-minute session which included an animated video. The students completed a self-report questionnaire pre- and post-intervention assessing outcomes including: “Knowledge about mental health/illnesses”, “Recognition of necessity to seek help”, “Intention to seek help”, and “Unwillingness to socialize with people having mental illness”. Mixed effects modeling was employed for analyses. Results All outcomes were significantly improved in the intervention group compared to the control group post-intervention, except for “intention to seek help”. Conclusions The present study shows the effectiveness of an online MHL intervention while identifying the need for the development of effective online programs targeting adolescents’ “intention to seek help”.

COVID-19 infection prevention and control program for aged care providers: a quasi-experimental study of Telegram-based training

ABSTRACT Given the high turnover of care workers in residential aged care facilities, continuous training on infection prevention and control (IPC) remains essential even after the COVID-19 pandemic. This study examined the impact of a Telegram-based training on aged care providers’ IPC knowledge, attitudes, self-efficacy. A two-arm, pre-post quasi-experimental study with repeated measures at week 2 (T1) and week 4 (T2) was conducted for seventy-two (72) participants from 14 residential aged care facilities in Malaysia, with 60 completing the study (30 per arm). All instructional activities and data collection for both groups were delivered through Telegram. The intervention group received a 2-day synchronous workshop (3 h/day) alongside e-materials for a 10-unit IPC module. Primary outcomes were measured using a knowledge test, COVID-19 Elderly Caregiver Questionnaire (attitude component), and an adapted General Self-Efficacy Scale. Telegram’s acceptability was also assessed using an adapted Technology Acceptance Model questionnaire. Results showed that the intervention group had a faster knowledge transfer (91.3%–93.5%; T0-T2 = ∆22.9; p ≤ .002;), higher knowledge scores (∆7.2–16; p ≤ .002; large effect sizes 0.9–1.7), and a small-to-modest increments in self-efficacy (∆13.2; p = .002) and attitude (∆5.2; p = .045). Integrating synchronous sessions into an online program improved knowledge transfer, enhanced self-efficacy and promoted positive attitudes by enabling real-time interpersonal communication and instant feedback. Telegram proved effective for mobile learning in aged care settings with limited resources.

“It changed me for the better”: Feasibility, acceptability, and safety of an online program for sexual and gender minority youth to prevent alcohol use and teen dating violence

ObjectiveThe purpose of the current study was to describe and present implementation outcome data from an open pilot trial of the Promoting Resilient Youth with Strong Hearts and Mind (PRYSHM) Program, an online, live-facilitated, nine-session group program for dating sexual and gender minority youth (SGMY) ages 15 to 18. The program, co-facilitated by two LGBTQIA2S+ adults, focuses on reducing proximal forms of minority stress and building LGBTQIA2S+ community in addition to providing evidence-based teen dating violence (TDV) and alcohol use (AU) prevention components. MethodParticipants (recruited via social media) included 18 SGMY (ages 15 to 17) from across the U.S. who completed a baseline survey and immediate post-test, as well as post-session surveys following each of the nine sessions. Sessions were recorded to monitor fidelity and facilitation skills. ResultsThe intervention was highly acceptable, and the program was perceived to be relevant and impactful, as evidenced by SGMY agreeing or strongly agreeing to items assessing these domains. Further, fidelity was 82.4% (average) across sessions, and the average attendance was 6.50 out of 9 sessions. SGMY also provided open-ended feedback used to revise the PRYSHM program for future implementation and evaluation research. ConclusionThese data provide preliminary support for PRYSHM as a feasible, acceptable, and safe prevention program and suggest that further evaluation of the program using larger samples and rigorous outcome evaluation methods is warranted.

Digital Cognitive-Behavioral Therapy for Insomnia in Cancer Survivors: Protocol for a Pragmatic Clinical Trial.

Insomnia is one of the most prevalent, persistent, and distressing conditions associated with cancer, affecting almost half of all cancer survivors. Although cognitive-behavioral therapy for insomnia is well established as the gold-standard treatment for insomnia, its accessibility is very limited in routine care. We aim to examine the real-world effectiveness and acceptability of a digital cognitive-behavioral therapy for insomnia for cancer survivors with insomnia symptoms through a randomized controlled trial in Portugal. Our cancer trial will test the effects and acceptability of an accessible internet-delivered self-administered cognitive-behavioral therapy for insomnia digital intervention with clinician support, OncoSleep. This online program includes six interactive, personalized weekly sessions featuring evidence-based techniques targeting psychophysiological hyperarousal and maladaptive conditioning, tailored for cancer survivors. Research study procedures include screening for eligibility in the general population and randomization into one of two arms: the digital CBT-I program or a waitlist control group. Insomnia severity (primary outcome), fatigue, sleep diary outcomes, psychological distress, and quality of life (secondary outcomes) will be assessed at baseline and post-intervention.

Physicochemical, ADMET Properties, and Molecular Docking Studies of N-benzoyl-N’-naphtylthiourea Derivatives for Anti-Breast Cancer Activity

Background: N-benzoyl-N'-naphthylthiourea (BNTU) is a thiourea-derived compound that is predicted to have anti-breast cancer activity. However, their physicochemical properties, ADMET, and receptor-specific targets for their anti-breast cancer activity have not been reported. Objective: This study aimed to predict the physicochemical properties, ADMET, and anti-breast cancer activity of BNTU and its derivatives by in silico approach. Methods: The physicochemical and ADMET properties were predicted using the pkCSM online program and ProTox-II online tool. While the anti-breast cancer activity was predicted using the molecular docking method through the Molegro Virtual Docker (MVD) program on the HER-2 receptor. The parameter observed in the molecular docking method was the bond energy value or rerank score (RS). Compounds with small RS values were predicted to have a great activity. Results: Most BNTU derivatives had lower RS values than BNTU, especially 4TBBNTU, and 4CFBNTU, although their RS values were still higher than lapatinib and TAK-285. As for the reference ligand hydroxyurea, the RS value of BNTU and its derivatives was much lower. The physicochemical and pharmacokinetic properties (ADMET) of lapatinib and TAK-285 were not better than that of BNTU and its derivatives. Conclusion: Five compounds that deserve to be synthesized and tested for anti-breast cancer activity in vitro and in vivo are 4TBBNTU, 3CFBNTU, 4CFBNTU, 4OCBNTU, and the lead compound BNTU.

Predicting and comparing the long-term impact of lifestyle interventions on individuals with eating disorders in active population: a machine learning evaluation.

This study aims to evaluate and predict the long-term effectiveness of five lifestyle interventions for individuals with eating disorders using machine learning techniques. This study, conducted at Dr. Irandoust's Health Center at Qazvin from August 2021 to August 2023, aimed to evaluate the effects of five lifestyle interventions on individuals with eating disorders, initially diagnosed using The Eating Disorder Diagnostic Scale (EDDS). The interventions were: (1) Counseling, exercise, and dietary regime, (2) Aerobic exercises with dietary regime, (3) Walking and dietary regime, (4) Exercise with a flexible diet, and (5) Exercises through online programs and applications. Out of 955 enrolled participants, 706 completed the study, which measured Body Fat Percentage (BFP), Waist-Hip Ratio (WHR), Fasting Blood Sugar (FBS), Low-Density Lipoprotein (LDL) Cholesterol, Total Cholesterol (CHO), Weight, and Triglycerides (TG) at baseline, during, and at the end of the intervention. Random Forest and Gradient Boosting Regressors, following feature engineering, were used to analyze the data, focusing on the interventions' long-term effectiveness on health outcomes related to eating disorders. Feature engineering with Random Forest and Gradient Boosting Regressors, respectively, reached an accuracy of 85 and 89%, then 89 and 90% after dataset balancing. The interventions were ranked based on predicted effectiveness: counseling with exercise and dietary regime, aerobic exercises with dietary regime, walking with dietary regime, exercise with a flexible diet, and exercises through online programs. The results show that Machine Learning (ML) models effectively predicted the long-term effectiveness of lifestyle interventions. The current study suggests a significant potential for tailored health strategies. This emphasizes the most effective interventions for individuals with eating disorders. According to the results, it can also be suggested to expand demographics and geographic locations of participants, longer study duration, exploring advanced machine learning techniques, and including psychological and social adherence factors. Ultimately, these results can guide healthcare providers and policymakers in creating targeted lifestyle intervention strategies, emphasizing personalized health plans, and leveraging machine learning for predictive healthcare solutions.

Examining Key Determinants of Social Presence and Satisfaction in Online Learning: An Exploration with Undergraduate Student

The increasing popularity of online learning and its associated technology in higher education, particularly due to the COVID-19 pandemic, has garnered significant attention worldwide. This study focuses on investigating and developing the construct of social presence and its relationship with satisfaction in computerized learning environments. The study explores various dimensions of social presence, including social respect, social sharing, open communication, and social navigation, and their impact on satisfaction in online learning. The findings demonstrate that social presence plays a significant role in influencing satisfaction, and a statistically significant correlation exists among the observed variables. The implications of these results are important for higher education institutions, instructional designers, instructors, and learners. This study also provides valuable theoretical foundations for further discussions on social presence and satisfaction in online learning. To effectively meet learners' expectations and enhance social presence and satisfaction, higher education institutions offering online programs should understand their learners' needs. Instructors can contribute to learners' engagement and success by strategically incorporating instructional course designs, arranging materials, and generating clear learning activities that enhance social presence. By providing a high level of social presence in online learning environments, instructors can promote student satisfaction and facilitate effective comprehension of learning materials.

A Study on Support from a Distant Learning Department at a Hispanic-Serving Institution

Online programs have made a lasting impact on institutions of higher learning for several decades. This ethnographic qualitative study focused on the development and support of a distance learning department at a Hispanic-serving institution. The study aimed to identify unique organizational elements specific to this Hispanic-serving institution. The findings were significant, revealing that the Distance Learning department, operating under an “academic umbrella”, functioned as a comprehensive hub for both faculty and student support, offering a wide range of services including technical and instructional technology support. Furthermore, the study found that the department's placement under the “academic umbrella” not only centralized support but also lightened professors’ coursework loads by assisting students with instructional technology support.

Doctoral program support impacts student educational experience: examining the virtual holding environment across DSW cohorts

ABSTRACT In this exploratory mixed-methods study, we applied Fletcher, Davis Comer, and Dunlap’s conceptual framework of Virtual Holding Environments (VHEs), spaces where supportive relationships can be developed and maintained using technology over time. We investigated the role of VHEs in enhancing educational experiences among doctoral students who completed their degrees primarily (or fully) online. Using survey data collected over the spring/summer of 2019, we examined Doctorate in Social Work (DSW) students’ (n = 34) experiences of VHEs in a Midwestern university in the United States as they began, worked toward, and completed their doctoral degrees. Qualitative findings included themes such as togetherness and connectedness, importance, and relevance, and quantitative descriptive analysis of responses to Likert-scale questions portrayed doctoral students’ experiences of the VHEs. Recommendations for social work online and hybrid educational programs are to consider implementation of VHEs during orientation programs, to focus developmental processes on embracing differences among cohort members, and to adjust the delivery of curricula to meet the current needs of students.

ILead with an EDI Lens

ABSTRACT This conceptual paper introduces the joint San José State University, School of Information and Simmons University, School of Library and Information Science, IMLS grant planning project: iLead: Preparing Tomorrow’s Library Leaders. During 2023–24, the grant team project members are designing an asynchronous online program where library employees may earn micro-credentials. The online program focuses on developing leadership skills with an equity, diversity, and inclusion lens. Contributions from national, state, and local library partners during the development of this curriculum will assist in applying for a future IMLS implementation grant. For more information on iLead: https://www.ileadedi.org/.

A prospective non-randomized feasibility study of an online membership-based fitness program for promoting physical activity in people with mobility impairments

BackgroundPeople with mobility limitations have a disproportionately higher rate of acquiring secondary conditions such as obesity, cardiovascular comorbidity, pain, fatigue, depression, deconditioning, and type 2 diabetes. These conditions often result from poor access to home and community-based health promotion/wellness programs. The aim of this project was to determine the feasibility of delivering an online community membership-based fitness program for individuals with mobility impairments.MethodsFor this prospective single-arm study, participants were recruited from members of a community fitness facility that serves people with physical disabilities and chronic health conditions. While all members had access to the online platform, individuals had to opt-in to participate in the research component. Activity options included 16 pre-recorded videos and 9 live exercise classes. During the 8-week program, participants had an opportunity to earn three exercise incentives for reaching certain activity milestones. Enrollment percentage, attendance, and attrition were tracked to assess program feasibility and acceptability. Changes in participant-reported outcomes including self-reported physical activity, psychosocial outcomes, and health-related quality of life (HRQOL) were examined using non-parametric analyses.ResultsA total of 146 eligible individuals were screened of which 33 enrolled (22.6%). Two participants withdrew from the study, so a total of 31 were used for analyses. Participants included 29 women and 12 Black people with an average age of 60 (± 15.9) years. Health conditions included stroke, post-polio, arthritis, neuropathy, cerebral palsy, and obesity. Ten participants used an assistive device to get around inside the home. Twenty-six participants (78.8%) completed the online program, and 5 participants earned all 3 participation incentives. The mean number of live Zoom exercise classes attended by the participants was 12.8 (range = 0–43) over 8 weeks; 3 of 31 participants did not attend any classes. On average, participants watched 128 min (range = 0–704 min) of pre-recorded videos; 6 of 31 participants did not view any pre-recorded videos. Self-reported physical activity showed the largest improvement (11.15 units; 95% CI, 3.08, 19.56) with an effect size of 0.51 (Cohen’s d).ConclusionsThis pilot study of an online membership-based fitness program for people with mobility impairments demonstrated preliminary effectiveness in increasing physical activity and was found to be feasible and acceptable. Feasibility endpoints do indicate potential to improve retention. These results suggest that online delivery of exercise programs can broaden the reach of specialized community fitness programs and is a promising direction for future work and fully powered trials are warranted to assess intervention efficacy.Trial registrationClinicalTrials.gov, NCT05138809. Registered September 2, 2021, ClinicalTrials.gov PRS: Record Summary NCT05138809.

Effects of a digital intervention on physical activity in adults: A randomized controlled trial in a large-scale sample

BackgroundPhysical inactivity is associated with health risks, contributing to various diseases and all-cause mortality. Despite recommendations for regular physical activity (PA), many adults remain inactive, influenced by socioeconomic and environmental factors. Digital interventions, particularly web-based PA programs, offer promising possibilities to promote PA across populations. These programs vary in their effectiveness, reflecting differences in design, user engagement, and behavior change techniques employed. ObjectiveThis study evaluates the effectiveness of the 12-week multimodal web-based TKFitnessCoach. The PA online program is part of the TK-HealthCoach. This study investigates the program's impact on self-reported PA levels, goal attainment, healthrelated quality of life, body weight, and eating behavior, comparing an interactive personalized web-based intervention and non-interactive web-based health information. MethodsIn a randomized controlled trial (RCT), participants were allocated to either the intervention group (IG), receiving access to the interactive TK-FitnessCoach, or the control group (CG) that was provided a static website with evidence-based information on PA. The study targeted a German-speaking adult population interested in improving health behavior. Data was assessed at T0 (beginning of the study), T1 (postintervention), T2, 6 months, and T3, 12 months follow-ups, focusing on self-reported PA at T3 and on various secondary outcomes. ResultsWe achieved equally distributed sociodemographics in both the IG and the CG with a mean age of 42.8 (IG), resp. 43.1 years (CG), and female participants of 76.1 % (IG), resp. 74.7 % (CG). PA at baseline was 277.9 min/week in the IG and 273.3 min/week in the CG. Both, the IG (n = 1153 in the Intention-to-treat (ITT) dataset) and CG (n = 1177 in the ITT dataset) exhibited significant increases in PA over time (IG(T3-T0) = 72.92 min/week; CG(T3-T0) = 74.12 min/week).However, the study did not find significant differences in the effectiveness of the interactive TK-FitnessCoach compared to the non-interactive control in terms of improving PA and related health outcomes. The intensity of using the TK-FitnessCoach was not associated with PA. ConclusionsBoth programs were effective in promoting PA among adults, with no significant differences observed between the two RCT groups. This highlights the potential of digital interventions in addressing physical inactivity, suggesting that the effectiveness of such programs may not solely depend on their interactivity but also on the quality and relevance of the information provided. Further research is needed to explore optimization strategies for such interventions, especially for persons with low PA, including user engagement, behavior change techniques, and the integration of objective PA tracking methods. Trial registrationGerman Clinical Trials Register DRKS00020249; https://drks.de/search/en/trial/DRKS00020249.

Do accelerators promote the growth of startups? Analysing the effectiveness of startup accelerators through the lens of big data

ABSTRACT Startup accelerators have emerged as a prominent mechanism for supporting early-stage ventures, yet questions persist regarding their effectiveness. This study addresses the gap in understanding by investigating whether accelerators promote the growth of all startups or only those already successful. Leveraging web-search traffic data as a proxy for startup growth, trend analysis is used to assess the impact of acceleration. Using a sample of 103 startups from Y Combinator from 2017 and 2018, the analysis reveals that accelerators aid startups regardless of their pre-acceleration growth status (i.e. growing, stagnating or declining). Furthermore, non-growing startups selected for acceleration exhibit better chances of achieving growth post-acceleration compared to already growing counterparts. These findings add important insights into the understanding of accelerators’ effectiveness, demonstrating that accelerators work for all selected startups, not only for those already successful. Our findings offer two important practical implications: policymakers and stakeholders should continue supporting accelerators due to their positive impact on startup growth and reducing uncertainty; startups should focus on their future potential and vision when applying for an acceleration program. Using the introduced approach, future research could compare the effectiveness of accelerators offering offline and online programs, targeting specific industry sectors, and across different periods.

Understanding the acceptance of online tourism programs: Perspectives of generic learning outcomes and theory of planned behavior

The integration of information technology, particularly the Internet, with the tourism industry has laid a solid foundation for the widespread popularity of online tourism. Online tourism offers numerous advantages such as being unconstrained by time, space, and region, having low costs, and providing strong interactive features, making it increasingly popular worldwide. Nevertheless, not all individuals are willing to adopt online tourism, and the factors and mechanisms that influence online tourism require further investigation. This study aims to examine the factors that influence the intention to adopt online tourism by integrating the Technology Acceptance Model (TAM), the Theory of Planned Behavior (TPB), and the Generic Learning Outcomes (GLOs). Using the Yunyou Dunhuang Online Program (云游敦煌), the current study invited tourists to participate in the online tourism experience, and collected 536 pieces of data. The results of structural equation modeling reveal that: (1) attitude toward using and perceived usefulness positively predict behavioral intention to use; (2) perceived ease of use, perceived usefulness, and subjective norm significantly and positively predict attitude toward using; (3) perceived ease of use significantly and positively predicted perceived usefulness, while knowledge and understanding, activity, behavior, and progression had no significant effect on perceived usefulness; (4) knowledge and understanding positively predicted perceived ease of use, while activity, behavior, and progression had no significant effect on perceived ease of use. This study explores the factors influencing online tourism adoption intention in a comprehensive way. The findings hold practical significance for the design of online tourism programs for intangible cultural heritage, providing theoretical guidance for cultural heritage and development.

Bridging the theory-practice divide: Reflections of school-based student teachers

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practice-based experiences through full-time placements in selected schools.Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide.Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study.Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method.Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs’ learning experiences.Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge.Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

A novel learner driver first aid eLearning program: a mixed-method pre-post pilot test and evaluation

BackgroundApproximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours.MethodsA total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically.ResultsParticipants showed significant pre-post program improvements in first aid self-efficacy (p < .001) and first aid knowledge (p < .001); however, there were no significant changes in attitudes towards first aid (p = .028). Self-efficacy and knowledge improvements were significantly greater for those without prior first aid training (p < .001). Participants rated the usability of the online program favourably and most (93.2%) were satisfied or extremely satisfied with the program. Qualitative feedback suggested participants found the program to be accessible and interactive but noted concerns about the transfer of skills to the real-world context.ConclusionsThe findings provide support for the efficacy of online first aid training for Australian learner drivers. However, further improvements to the eLearning program based on participant feedback should be considered. This study recommends the Learner Driver First Aid program be refined and rolled out to the Australian public.

Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers

Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers