Online Educational Resources Research Articles

Harnessing hybrid deep learning approach for personalized retrieval in e-learning.

The current worldwide pandemic has significantly increased the need for online learning platforms, hence presenting difficulty in choosing appropriate course materials from the vast online educational resources due to user knowledge frameworks variations. This paper presents a novel course recommendation system called the Deep Learning-based Course Recommendation System (DLCRS). The DLCRS combines a hybrid Sequential GRU+adam optimizer with collaborative filtering techniques to offer accurate and learner-centric course suggestions. The proposed approach integrates modules for learner feature extraction and course feature extraction that is performed using (Embeddings from Language Models) ELMO word embedding technique in order to gain a thorough understanding of learner and course profiles and feedback. In order to evaluate the efficacy of the proposed DLCRS, several extensive experiments were carried out utilizing authentic datasets sourced from a reputable public organization. The results indicate a notable area under the receiver operating characteristic curve (AUC) score of 89.62%, which exceeds the performance of similar advanced course recommendation systems. The experimental findings support the viability of the DLCRS, as seen by a significant hit ratio of 0.88, indicating high accuracy in its suggestions.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Tools for effective patient education to manage outcome expectations in paediatric facial reanimation: a systematic review

Aim: Informed consent for paediatric facial reanimation requires effective patient/parent education and involvement in a shared decision-making (SDM) process to help set their expectations and understanding from the outset. No article in the current literature has systematically reviewed the available tools for facilitating effective patient/parent education and the validity of informed consent in the context of paediatric facial reanimation. Methods: A systematic literature review was undertaken, following the Preferred Reporting Items of Systematic Reviews and Meta-analyses (PRISMA) 2020 guidelines. MEDLINE via PubMed, Embase and Cochrane Library were searched and the results screened and reviewed in accordance with pre-defined inclusion and exclusion criteria. Results: The initial search yielded 478 articles, of which only 4 fulfilled the study’s inclusion criteria. One cohort study evaluated qualitative feedback from patients and their relatives participating in a family education and support day for paediatric facial palsy, while another article from the same group reviewed the readability of online education resources. The remaining two articles represented educational reviews focusing on treatment and patient education based on expert opinion without providing original outcome data. Conclusion: There is a paucity of evidence regarding patient/parent education to support the informed consent process for children undergoing paediatric facial reanimation. There remains a need for further resources and platforms to be developed that may support children and their parents in engaging in a SDM process, setting appropriate expectations, and providing valid informed consent for their surgery.

Mathematics Teachers’ Experiences of Using Online Teaching Resources for Professional Learning in a Context of Disadvantage

This interpretative phenomenological study adopted the Community of Inquiry framework to explore 30 South African teachers’ experiences of the effectiveness of Grade 9 online mathematics teaching resources. A survey questionnaire with open-ended questions and a semi-structured interview guide were used to obtain data on the teachers' experiences. Data were analysed using an inductive thematic coding approach. The findings were that the teachers positively experienced the efficacy of online teaching materials for their professional development in terms of cognitive, social, teaching and learning presences. Using WhatsApp groups to share and discuss the online materials enhanced a common identity (social presence), deep engagement with the mathematical and pedagogical content knowledge of the materials (cognitive presence), (peer) teaching and (peer) learning from one another via WhatsApp (social media) chat groups (teaching and cognitive presences) that collectively eased curriculum implementation and enhanced student learning. However, limited facilitator teaching presence and limited internet access for both teachers and learners constrained the platform's benefits. Participating teachers reported spending at least three hours per week searching for online teaching resources, sometimes fruitlessly, indicating a need for more digital literacy training. The study makes a valuable contribution to our understanding of the potential benefits of online resources for teaching complex mathematics topics such as fractions and familiarity with the obstacles that need to be overcome. The more teachers and students turn to online resources, the more the findings of this study can inform the development of such resources to improve mathematics learning outcomes for schools in contexts of disadvantage.

Exploring the Stressors and Coping Mechanisms of Chinese University Instructors Amidst the COVID-19 Pandemic

This study explores the pressures and challenges Chinese university instructors face during the rapid shift to online teaching due to the COVID-19 pandemic. Using a quantitative research methodology, the study employed a questionnaire distributed via the Qualtrics platform to gather data from instructors at over 20 top-tier Chinese universities. The results of the correlation analysis of the data show that personal factors significantly influence instructors’ stress levels and coping strategies. The study underscores the need for enhanced technical training, psychological support, and improved online teaching resources. These insights inform educational reforms and support measures to enhance instructors’ well-being and teaching quality in an evolving educational landscape.

Voice‐over anatomy lectures created by AI‐voice cloning technology: A descriptive article

AbstractThe COVID‐19 pandemic revealed the pivotal role of digital learning and online lecture videos, leading a shift toward blended and flipped classrooms in the post‐pandemic era. This shift calls for development and (or) refreshment of novel online educational resources, such as Voice‐Over PowerPoint (VOPPT) presentations, specifically designed for asynchronous or synchronous learning methods. However, resource limitations often impede the timely delivery of high‐quality instructional materials. In this descriptive article, the use of AI‐voice cloning technology to automate the creation of VOPPT presentation has been explored. Descripts' Overdub tool, an AI‐voice cloning program, was trained on the 15‐min voice sample of an anatomy professor, and the synthesized voice was used to narrate presentations on inguinal canal and extrahepatic biliary anatomy. The educational use of this novel approach was evaluated based on the second‐year undergraduate medical students' qualitative feedback. Voice similarity analysis using Resemblyzer, an open‐source Python tool, showed a high similarity score of 0.92 between the cloned and original voices. Despite this, students raised concerns about the robotic voice, quick pace, punctuation problems, pronunciation difficulties, and expressed reservations about AI‐generated lecture narration. While the cloned voice closely matched the original, the AI‐generated narration fell short of capturing the nuanced details needed for an effective anatomy instruction. This uncovers AI's current limitations in the educational contexts but establishes a foundation for future progress in AI‐voice cloning technologies aimed at enhancing online educational resources for anatomy and medical education.

Digital Learning Inquality: The Role of Socioeconomic Status in Access to Online Education Resources

The rise of digital learning has transformed education, but it has also exposed significant inequalities, particularly in access to online education resources. This study examines the role of socioeconomic status (SES) in shaping digital learning opportunities and outcomes. Using a qualitative approach, this research adopts a literature review method, analyzing existing studies on digital learning inequality, SES, and online education access. Findings indicate that lower SES is strongly associated with reduced access to essential resources, such as high-speed internet, digital devices, and quality educational content. Students from disadvantaged backgrounds are less likely to have conducive home environments for learning, leading to a widening gap in educational achievement between high- and low-SES groups. The literature further highlights that, despite the increasing availability of online learning platforms, these resources are not equally accessible to all, exacerbating pre-existing educational disparities. Additionally, the digital divide is shown to have broader implications, affecting not only academic performance but also long-term economic and social mobility. This study emphasizes the urgent need for policies that address these inequalities by ensuring equitable access to digital learning tools and fostering digital literacy among underserved populations. By synthesizing existing research, this paper contributes to a deeper understanding of the intersection between SES and digital education access and offers insights for policymakers and educators working to bridge the digital divide.

The Pedagogical Tipiṭaka: OER & the Three Baskets of Ancient Language Instruction

Ancient languages present a unique teaching challenge: for spoken languages, common pedagogy recommends engaging students via dialogue; for ancient languages, no speakers survive with whom to practise. This paper highlights how the Linguistics Research Center at the University of Texas at Austin has approached this challenge by creating the Early Indo-European OnLine (EIEOL) collection, an online educational resource whose lesson series present early languages directly through original, unsimplified ancient texts. Currently accessed by over 20,000 users per month, EIEOL spans 18 languages, from Greek and Latin to Old Church Slavonic, Sanskrit, and other important languages of ancient Asia such as Hittite, Classical Armenian, Avestan, and Tocharian. Each series presents extensively annotated excerpts of original texts in the target language, with accompanying modules explaining grammar and context. The text-centred approach affords learners a direct path to understanding that suits a variety of experience levels and minimises the conceptual grammatical apparatus necessary to begin interpreting original texts. This format fosters theoretical flexibility, adaptable to different approaches and grammatical descriptions of ancient languages. It is also useful for languages whose grammatical structures have shifted dramatically over their history, like Tocharian, or remain hotly debated or under-described by experts. Finally, it facilitates applications to typologically diverse languages and language families, with early Mesoamerican, Semitic, and Sino-Tibetan language series already under development. The EIEOL infrastructure therefore provides a robust platform for free, text-centred, self-paced introductions to ancient languages from a variety of language families.

Evaluating the Readability, Credibility, and Quality of Spanish-Language Online Educational Resources for Knee Arthroplasty: Implications for Patient Education and Health Disparities.

Spanish-speaking individuals may experience language-based disparities related to elective orthopaedic procedures. Because patients often seek online health information, we assessed the readability, credibility, and quality of Spanish-language educational websites for knee arthroplasty. We queried "Google," "Yahoo," and "Bing" using the term "reemplazo de rodilla" (knee replacement in Spanish) and extracted the top 50 websites per search engine. Websites were categorized by information source (physician/community hospital, university/academic, other) and presence of HONcode certification. Information was assessed for readability (Fernández-Huerta formula), credibility (Journal of the American Medical Association benchmark criteria), and quality (Brief DISCERN tool); scores were compared between the categories. A total of 77 unique websites were included (40.3% physician/community hospital, 35.1% university/academic). The median readability score was 59.4 (10th to 12th-grade reading level); no websites achieved the recommended level of ≤6th grade. The median Journal of the American Medical Association benchmark score was 2 (interquartile range 1 to 3), with only 7.8% of websites meeting all criteria. The median Brief DISCERN score was 16 (interquartile range 12 to 20), with 50.7% meeting the threshold for good quality. University/academic websites had better readability (P = 0.02) and credibility (P = 0.002) but similar quality (P > 0.05) compared with physician/community hospital websites. In addition, HONcode-certified websites had better quality scores (P = 0.045) but similar readability and credibility (P > 0.05) compared with noncertified websites. We identified limitations in readability, credibility, and quality of Spanish-language online educational resources for knee arthroplasty. Healthcare providers should be aware of these patient education barriers when counseling patients, and efforts should be made to support the online information needs of Spanish-speaking orthopaedic patients and mitigate language-based disparities.

K-12 Special Education Accessibility and Instructional Quality Related to the COVID-19 Shift to Online Instruction

ABSTRACT The shift to online teaching dictated by the COVID-19 pandemic was disruptive to all levels of education. Research has shown that access to online instruction was particularly challenging for K-12 students with disabilities and that their teachers were not well-prepared to provide instruction online. The objectives of this study were to evaluate the relationships between special education teacher characteristics and the switch to online instruction related to the COVID-19 pandemic as predictors of quality of instruction, and also to explore how the switch to online instruction was related to teacher and student access to the content and other relevant resources. Using a mixed methods online survey that incorporated a retrospective pretest approach for quantitative data collection, data from 293 special education teachers were used to examine these relationships. Regarding quality of instruction, paired samples t-tests yielded a large and significant drop in Engagement, a smaller drop in Action and Expression, and a small but significant increase in Representation. Teacher experience was significantly and positively correlated with student access to technology. Teachers described poor institutional support for the transition to online instruction and also reported problems with accessibility for their students. Only 22 of the 293 participants reported any prior experience with online teaching. Future research should include development of teacher preparation that includes training in improving Engagement as well as practice with online teaching skills and resources.

The development and evaluation of a fact sheet resource for women managing menopausal-related cognitive complaints.

Cognitive symptoms are frequently reported by women during the menopause transition years. The aim of this research was to codesign and evaluate a fact sheet resource to help women understand and manage cognitive symptoms that may occur during menopause. This study adopted a codesign approach involving women during the menopause transition years as well as professionals to develop and evaluate a fact sheet, with a focus on acceptability and safety. Four phases (discover, define, develop, deliver) were conducted to develop, refine, and evaluate the fact sheet using a mixed-methods approach of focus groups, interviews, and surveys. The discover phase identified a need for online educational resources for women in premenopause, perimenopause, and postmenopause to learn about menopause-related topics. The define and develop phases, relying on focus group sessions with perimenopausal and postmenopausal women, revealed common themes related to the experience of cognitive symptoms and a desire for management tips to optimize cognitive functioning. Structured interviews with professionals highlighted a desire for more concrete examples of cognitive symptoms. The results of the deliver phase found strong acceptability for the fact sheet, alongside requests for additional information on menopausal hormone therapy from premenopausal, perimenopausal, and postmenopausal women. The study reported a wide range of cognitive symptoms among women during the menopause transition years. This study showed broad agreement on the fact sheet's acceptability and safety in addressing menopausal cognitive symptoms. Feedback on menopausal hormone therapy and management tips underscores the demand for more research on effective interventions.

Leveraging the Consolidated Framework for Implementation Research (CFIR) to Develop the American College of Rheumatology's Toolkit for Implementation of Rheumatoid Arthritis Outcome Measures in Clinical Practice: A Qualitative Study.

Despite the recognized benefits of collecting rheumatoid arthritis (RA) outcomes measures, their use in routine care is inconsistent. Using the Consolidated Framework for Implementation Research (CFIR), we conducted semi-structured interviews with United States rheumatologists and practice personnel to assess workflows, opportunities, and challenges in collecting RA outcome measures. Using insights from interviews, we developed the RA Measures Toolkit to enhance their utilization in clinical practice. We invited 138 RISE registry practices and 5 academic medical centers with ≥ 30 patients eligible for RA outcome measures to participate in the study. Practices were classified based on their performance in quality payment programs. Recorded interviews were transcribed verbatim and analyzed thematically using deductive and inductive techniques. The findings were used to create the RA Measures Toolkit. We conducted 20 interviews with 38 participants across 20 practices. Key themes within the CFIR domains highlighted the challenges and best practices in RA outcome measure collection and included: 1) Process: the variability in practices' use of RA outcome measures and the importance of streamlined workflows, 2) Intervention: challenges of integrating PROs into electronic health records (EHRs), and 3) Individual characteristics: importance of clinic culture around quality improvement. Using this data, we developed the RA Toolkit, a multimedia online resource, featuring guidelines, best practices, and educational resources to improve the efficiency of current workflows and to enhance patient care. This study identifies critical gaps in the collection of RA outcome measures in U.S. rheumatology practices and provides actionable recommendations and resources to address challenges via the RA Toolkit.

Readability of Online Spanish Materials for Breast Reconstruction Using Deep Inferior Epigastric Perforator Flaps.

Background The internet has become an increasingly popular tool for patients to find information pertaining to medical procedures. Although the information is easily accessible, data shows that many online educational materials pertaining to surgical subspecialties are far above the average reading level in the United States. The aim of this study was to evaluate the English and Spanish online materials for the deep inferior epigastric perforator (DIEP) flap reconstruction procedure. Methods The first eight institutional or organizational websites that provided information on the DIEP procedure in English and Spanish were included. Each website was evaluated using the Patient Education and Materials Assessment Tool (PEMAT), Cultural Sensitivity Assessment Tool (CSAT), and either Simplified Measure of Gobbledygook (SMOG) for English websites or Spanish Orthographic Length (SOL) for Spanish websites. Results The English websites had a statistically lower CSAT score compared to the Spanish websites (p=0.006). However, Spanish websites had a statistically higher percentage of complex words compared to English sources (p<0.001). An analysis of reading grade levels through SMOG and SOL scores revealed that Spanish websites had statistically lower scores (p<0.001). There were no statistically significant differences in the understandability or actionability scores between the English and Spanish websites. Conclusions Online educational materials on the DIEP flap reconstruction procedure should be readable, understandable, actionable, and culturally sensitive. Our analysis revealed that improvements can be made in understandability and actionability on these websites.Plastic surgeons should be aware of what constitutes a great online educational resource and what online educational materials their patients will have access to.

Consensus study on UK weight management services' response to COVID-19: best practices in outpatient management, governance and digital solutions.

The COVID-19 pandemic put unprecedented pressure on weight management services. These services were required to adapt to continue to provide care for people living with obesity. This study sought to develop consensus recommendations on the best practice solutions adopted by weight management services in the United Kingdom during the COVID-19 pandemic. This study utilised a semi-structured interview and a modified Delphi methodology to develop a consensus of best practice recommendations identified by specialist weight management services during the pandemic. Twenty-three healthcare professionals working in weight management service across the United Kingdom participated in the study. Analysis of interview transcripts identified four key thematic domains: outpatient, patient education and support, perioperative care and team working. Of the initial 43 unique recommendations, 30 reached consensus agreement. Outpatient recommendations focused on communication strategies, patient self-monitoring and remote patient tracking. Patient education and support recommendations addressed the development of online educational resources and support groups. Perioperative care recommendations emphasised case prioritisation, waiting list support and postoperative care. Team working recommendations targeted the use of digital collaboration tools and strategies for effective teamwork. Developing consensus recommendations on best practice is a critical step for weight management and outpatient services to achieve higher standards of care. These recommendations provide a springboard for departmental discussions, paving the way for improved experiences for individuals living with obesity as they progress along their weight management journey.

Readability of Online Patient Education Materials for the 10 Most Common Hand Conditions.

Background Millions of individuals every day turn to the internet for assistance in understanding their hand conditions and potential treatments. While online educational resources appear abundant, there are concerns about whether resources meet the readability recommendations agreed upon by the American Medical Association (AMA) and the National Institutes of Health (NIH). Identifying educational resources that are readable for the majority of patients could improve a patient's understanding of their medical condition, subsequently improving their health outcomes. Methods The readability of the top five websites for the 10 most common hand conditions was examined using the Flesch-Kincaid (FK) analysis, comprising the FK reading ease and FK grade level. The FK reading ease score is an indicator of how difficult a text is to comprehend, while the FK grade level score is the grade level an individual reading a particular text would need to fully understand the text. Results The average FK reading ease was 56.00, which correlates with "fairly difficult (high school)". The average FK corresponded to an eighth-grade reading level, far above the sixth-grade reading level recommendation set by the AMA and NIH. Conclusion Patient education, satisfaction, and the patient-physician relationship can all be improved by providing patients with more readable educational materials. Our study shows there is an opportunity for drastic improvement in the readability of online educational materials. Guiding patients with effective search techniques, advocating for the creation of more readable materials, and having a better understanding of the health literacy barriers patients face will allow hand surgeons to provide more comprehensive care to patients.

An Online Evidence-Based Education Resource Is Useful and Can Change People’s Perceptions About Running and Knee Health

An Online Evidence-Based Education Resource Is Useful and Can Change People’s Perceptions About Running and Knee Health

Polyalphabetic cipher cryptosystem application in making anti-hacker passwords learning management systems in junior high schools

Research on developing an anti-hacker network security system for the learning management system was conducted at SMP Plus Darus Salam. Learning activities at SMP Plus Darus Salam use LMS as a media, which is a program to maximize learning activities at school. its also has risks, it is related to the security of students data work, so network security is needed. Network security used within computer networks to facilitate secure communication in different network entities based on predefined security protocols. On the other hand, the Learning Management System (LMS) is a software platform designed for online educational activities, e-learning programs, and educational resources, simplifying student engagement in learning processes. This study employs applied research methodology, focusing on a single tribune graph, and involves a labeling process for vertices and edges to construct a graph tree, resulting in the generation of ciphertext. This research aims to develop anti-hacker passwords in the SMP Plus Darusalam LMS using a polyalphabetic cipher cryptosystem. The research utilizes a data set comprising 24 LMS account samples. Data collection techniques encompass observation, interviews, distribution of questionnaires, and documentation, while data analysis involves tabulation and the generation of ciphertext codes in the form of usernames and passwords. Based on the results, it shows a total score of 2,096 with an average of 91.13 or a security percentage of 91.13%, which shows that it is successful and useful in the SMP Plus Darus Salam learning management system (LMS) account. Thus, it can be concluded that the secjar (network security) network security efforts made were successful and provided significant benefits in securing learning management system (LMS) accounts at SMP Plus Darus Salam. Therefore, the researcher suggests to the readers to conduct research on the development of anti-hacker network security using Tribun graphs with ???? = 1 and ???? = 2.

An Investigation on the Application of Online and Offline Hybrid Teaching in Local Anatomy Course of Acupuncture and Moxibustion Specialty

The purpose of this paper is to explore the application of online and offline blended teaching in local anatomy courses of acupuncture specialty. It introduces the concept and characteristics of blended teaching mode and analyzes the respective advantages of online and offline teaching as well as the advantages and application prospects of blended teaching mode. The teaching status quo of local anatomy courses in acupuncture and moxibustion is analyzed, pointing out the problems of the traditional teaching mode and the application prospect of the blended teaching mode. In the practical part, the preparation and design of online teaching resources, the design of offline practical teaching sessions, and the evaluation methods of teaching effect are introduced in detail. This study aims to provide new teaching modes and ideas for teaching acupuncture and moxibustion and promote the improvement of teaching quality.

Educating for political campaigning on social media via enhancing technical expertise: An analysis of the candidate education practices in a Finnish conservative-liberal party

Social media are increasingly impacting election campaigns, presenting challenges for political parties when educating their candidates regarding campaigning during general elections. Consequently, this study aims to elucidate the educational grammar at play in the candidate education practices related to social media within a Finnish conservative-liberal parliamentary party. Our idea of educational grammar draws on practice theories and the Foucauldian perspective on the entanglement of power and knowledge. The research question is: How is educational grammar concerning social media constituted in the studied political party’s candidate education practices? The empirical material comprises online educational resources available on YouTube, produced by the National Coalition Party for its candidates in the 2023 Finnish parliamentary election. The analysis reveals three perspectives on how the grammar of technical expertise is constituted—requesting culturally and discursively constituted authenticity from candidates, paying attention to the materially and economically constituted measurability of campaign work, and requiring socially and politically constituted goal-orientation when approaching the public. Consequently, the educational grammar concerning campaigning on social media is constituted as an issue of technical expertise through the interplay between calls for authenticity and assessment, advocating for moderation to represent a key feature of both the ideal candidate and the ideal campaign.

Quality and Readability of Online Educational Mohs Micrographic Surgery Resources.

As internet access continues to expand, online health care information is increasingly influencing patient decisions. Mohs micrographic surgery (MMS) is commonly used in the field of dermatology but may be unfamiliar to many patients. The purpose of this study was to identify and analyze online educational resources regarding MMS and learn how to optimize the understanding and informational content of MMS for patients and their families. Thirty-two websites were evaluated for authorship, quality, and readability using DISCERN, JAMA Benchmark Criteria, and Flesch-Kincaid tests. Physician-authored content showed a trend toward higher quality ( p = .058). Google scored higher in specific DISCERN questions when overlapping websites were excluded. Bing scored higher in JAMA criteria ( p = .03) in criteria such as authorship and currency. Higher DISCERN scores correlated with lower readability. Physician involvement improves content quality, raising questions about physicians' responsibility in online resource creation. Correlations between content quality and readability highlight potential challenges for certain demographics. Balancing medical accuracy with comprehensibility is crucial for equitable patient education. This study underscores the need to refine online resources, ensuring accurate, transparent, and accessible health care information.