Online Technologies Research Articles

Numerosity estimation of virtual humans as a digital-robotic marker for hallucinations in Parkinson’s disease

Hallucinations are frequent non-motor symptoms in Parkinson’s disease (PD) associated with dementia and higher mortality. Despite their high clinical relevance, current assessments of hallucinations are based on verbal self-reports and interviews that are limited by important biases. Here, we used virtual reality (VR), robotics, and digital online technology to quantify presence hallucination (vivid sensations that another person is nearby when no one is actually present and can neither be seen nor heard) in laboratory and home-based settings. We establish that elevated numerosity estimation of virtual human agents in VR is a digital marker for experimentally induced presence hallucinations in healthy participants, as confirmed across several control conditions and analyses. We translated the digital marker (numerosity estimation) to an online procedure that 170 PD patients carried out remotely at their homes, revealing that PD patients with disease-related presence hallucinations (but not control PD patients) showed higher numerosity estimation. Numerosity estimation enables quantitative monitoring of hallucinations, is an easy-to-use unobtrusive online method, reaching people far away from medical centers, translating neuroscientific findings using robotics and VR, to patients’ homes without specific equipment or trained staff.

Qualitative family research: Innovative, flexible, theoretical, reflexive

AbstractQualitative research is increasingly part of the methodological repertoire of scholars who study families. In this article, we examine contemporary trends, tensions, and possibilities for the interdisciplinary enterprise of qualitative research on and about families. We situate our collaborative approach as critical family scholars who pursue social justice work. We then examine four trends that have recently emerged or evolved in qualitative family research. First, we address methodological innovations associated with the pervasive emergence of online technologies and their possibilities for enhanced sample selection, data collection, and data analysis. Second, we address the potential for qualitative methodological orthodoxy to become rigidly embedded as a result of relying on a formulaic approach and instead we advocate for a continued commitment to analytic flexibility, which has characterized qualitative family research since its inception. Third, we emphasize the interlocking relationship between qualitative family research and the process of theorizing. Fourth, we highlight the potential of reflexivity—not simply in positionality statements, but throughout the qualitative knowledge production process. We conclude with guidance for scholars, reviewers, editors, and readers in utilizing and assessing excellent qualitative family research—research that embodies one or more of these trends of innovation, flexibility, theoretically driven, and reflexivity.

A model of approval with an application to list design

Online technologies enable a host of observable acts, such as wishlisting, that do not quite amount to choice meant as a final selection. Rather, they express interest and a positive attitude towards an item. We gather this type of behaviour under the term approval. With items presented as a list, we propose a model of approval. We completely characterise the model in terms of simple properties of observed approval data. We introduce and study the problem of list design. This captures situations where an interested party can manipulate the approver's behaviour by choosing the list with the aim of maximising an objective.

Dynamic testing of language learning aptitude: an exploratory proof of concept study

Abstract This paper provides an example for how online technology can be utilised to increase efficiency and validity of assessment procedures beyond simple computerization of testing. We report the first steps of the development of an online assessment procedure for the measurement of language learning aptitude that is based on the concept of dynamic testing. Online adaptive dynamic tests provide learning opportunities in the test situation, allowing test takers demonstrate their ability to benefit from feedback. Test performance shown in such test procedures has been demonstrated to be more useful in predicting future learning and to represent a more valid indication of test takers’ learning potential. The newly developed online assessment procedure aims at measuring young learner’s ability to improve performance based on inductive reasoning across lexical, morphological and syntactic rules of an artificial language using pictorial stimuli. The test was administered on ten mainland Chinese children aged between 9 and 13. The tentative analysis indicates that the newly developed test is feasible and has the potential to be a useful diagnostic tool for measuring language learning aptitude. We report and discuss insights gained and outline how these will be utilised for the further refinement of this online assessment tool.

CHALLENGES FOR UNIVERSITIES TO ONLINE TECHNOLOGIES IMPLEMENTATION IN THE CONDITIONS OF WAR IN UKRAINE

The experience of online education in Ukraine during wartime is unique. After the Russian-Ukrainian war beginning, in a month of so-called "holidays", in spring 2022, from April, 1, by the order of the Ministry of Education and Science of Ukraine and the rectors' orders of universities, online education started. The classes were online, and it was difficult to overcome the war stress, but the experience of the pandemic taught everyone to work with online technologies such as Zoom, Meet, and Google Classroom. Teaching students online was carried out as online as offline with the university platforms like Moodle and others for offline learning, they contained all educational materials from the previous two years of the pandemic, tasks, quizzes, and tests. The purpose of the research is to identify pedagogical, psychological, and technical challenges for teaching university students during the war in Ukraine with the survey method. The survey was conducted online with 65 university lecturers and 122 students from 5 universities in Kharkiv, Ukraine. The pedagogical, psychological, and technical difficulties were analyzed. The questions were aimed at studying such aspects as 1) pedagogical and psychological difficulties: the teachers/students' readiness for online teaching/learning, 2) pedagogical difficulties: the procedures of online teaching/learning and technologies, in particular, methods, forms, means of giving/mastering knowledge, 3) psychological and technical difficulties faced both by teachers and students. The results are as follows. The acquired teaching and learning experience with online technologies helped to establish online education in wartime positively in general. The main pedagogical difficulties were overcome with basic methods (online and offline), teaching forms such as lectures, seminars, and practical classes online, and offline, and, finally, different tools/means/platforms (video/audio recordings, corresponding emails, social networks, Moodle platform, etc.). The psychological state of both teachers and students in the circumstances of online education was also examined. The most common psychological difficulties with online learning were connected with external ones as constant shelling, and air alarms as with internal ones as stress, anxiety, worries, depression, burnout, sadness, and frustration. The technical difficulties were connected to blackouts, lack of Internet connection, power outages, evacuation, changes in living and working conditions, relocations, and the impossibility of using laboratory equipment. The conclusion is despite all online difficulties, the quality of teaching did not change significantly, thanks to the clear understanding that it is a necessity to teach and learn online.

СРАВНИТЕЛЬНЫЙ АНАЛИЗ УРОВНЯ ИНФОРМИРОВАННОСТИ СТАРШЕКЛАССНИКОВ И СТУДЕНТОВ МЕДИЦИНСКОГО ВУЗА В ВОПРОСАХ СОЦИАЛЬНО-ЗНАЧИМЫХ ЗАБОЛЕВАНИЙ И ПРОФИЛАКТИКИ ИППП

As is known, the sexually transmitted infection (STI) incidence continues to be a pertinent issue: high contagiousness and negative impact on public health puts STIs on the list of socially significant diseases. The consequences of these diseases directly affect the demographic situation in the country, due to the deterioration of the reproductive health of the population with a subsequent decrease in the birth rate. This issue becomes especially pronounced among teenagers. This paper demonstrates the results of a study on socially significant diseases and STI prevention issues conducted among high school and medical students in Moscow with the aim of studying and identifying youth awareness problems, differentiating the knowledge of STI prevention among high school and college students, as well as determining respondents’ interest in getting information on these diseases online. Purpose: To study and identify problems of youth awareness, determine the difference in the knowledge of STI prevention among the high school and college students, as well as determine the interest of respondents in obtaining information on these diseases online. Materials and methods of research: The study includes the results of anonymous questionnaires filled out by schoolchildren of 15-17 years (115 respondents) and 3rd year students of the Faculty of Medicine (134 respondents). Research methods: analytical, statistical, sociological. Results: Based on the research data, we identified a difference in the answers of schoolchildren and college students in several types of questions. Thus, medical school students clearly appear as more mature, independent and busy people with more extensive knowledge on the given topics. The vast majority of respondents showed interest and wanted to obtain information on socially significant diseases and STI prevention. The best way to do so is to communicate comprehensive, high-quality knowledge of socially significant diseases and STI prevention using online technologies.

Research on the Interdependent Relationship between Teaching Methods and Technology : Focusing on the Internal Communication between Instructors and Learners

This study examines that even in an era when technology is essential to education, the essence of liberal arts education lies in the instructor's consideration and internal communication with learners. Technical skills are essential in limited physical and group learning environments, and technology and teaching methods are interdependent. By empirically observing the period of transition from non-face-to-face to face-to-face, we confirmed the interdependence between teaching methods and the university's LMS in H University's liberal arts writing class. Technology functions to sustain and promote the internal relationship between instructor and learner, and internal communication is achieved through the instructor's consideration for the learner. When a sense of trust is formed through the instructor's consideration, learners can focus on writing independently, even in a group learning environment where they do not receive attention. The university's LMS is used for hybrid education where instructors and learners maintain internal communication and communicate using online technology and offline consideration. However, the interdependent relationship with technology in education is meaningful when instructors aim for internal communication through consideration as humanization.

Adoption of Learning Management Systems in Higher Education: A Qualitative Analysis of Enabling Factors

The widespread and affordability of multimedia devices such as computers, smartphones and iPads among others has now facilitated teaching and learning to take place in formal as well as informal settings. The teaching and learning process can now be encaged at any time from any part of the globe and open to all through the use of hardware and software, converging teacher and students in an online platform. This study has as objective to examine factors that amplify the adoption of Learning Management Systems, especially after the outbreak of COVID -19 which called for social distancing that left many schools on the global platform in a state of pandemonium. The sudden shutdown of schools and the need to ensure continuity in schooling left no option for institutions at all levels to adopt the new technology of learning online. The changing trends in education have enabled the development of ubiquitous Learning Management System (LMS) to resolve the challenge of continuous schooling in the face of crisis. LMS is a virtual environment designed to connect teachers and students in an online platform. This study which used qualitative descriptive method with an emphasis on thematic content analysis seeks to investigate enabling factors for the integration of LMS in the 21st century classroom. Informants consisted of 8 teachers drawn from two private universities. The findings of the study revealed that critical factors, classified as technology factors, social influence factors and human factors will influence the integration of LMS in the school. This paper therefore provides insight of enabling factors and hence learning effectiveness.

Exploring online teaching and learning challenges for the technical and vocational education and training lecturer

This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.

Barriers and Strategies in the Implementation of Virtual Learning Modalities Amid COVID-19 among Students in Nursing Schools at Sulu Province, Philippines

Introduction: The COVID-19 pandemic prompted a significant shift toward virtual learning modalities in nursing education. However, this transition has been marked by various challenges, including faculty and student unfamiliarity with online platforms and the need to adapt curricula rapidly. The purpose of this study to examine the barriers and strategies in the implementation of virtual learning among students in nursing schools at sulu province, philippines during the COVID-19 pandemic. Methods: Quantitative research study with a focus on descriptive analysis was employed to collect and analyze data from 95 nursing students across three higher education institutions in the Sulu Province. A questionnaire was used to assess sociodemographic factors, technology usage, and barriers experienced during virtual learning. Data were analyzed using frequency, percentage, mean, and standard deviation. Results: The results revealed that most participants were between 19 and 20 years old, with a higher percentage of females. The majority of students reported owning and using various online technologies, including online videos, social media platforms, mobile apps, and email. Key barriers to virtual learning included the absence of face-to-face interaction, poor internet connectivity, limited technical support, restricted access to clinical simulations, and distracting home environments. Language barriers, technical jargon in learning materials, limited access to required software, insufficient opportunities for collaboration, and privacy and security concerns were also identified as barriers. Conclusion: The findings underscore the importance of implementing key strategies to enhance virtual learning modalities in nursing education. These strategies can significantly improve the quality and effectiveness of virtual learning in nursing education, especially in challenging contexts like the Sulu Province.

Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey.

The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.

Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

(1) Background: International virtual exchanges (IVEs) are here to stay. The coronavirus pandemic of 2019 (COVID-19) necessitated global virtual interactions to solve wicked problems. Within industry during the pandemic, the use of online technologies expanded at a never-before-seen rate to form global partnerships At the same time, higher-education institutions lessened traditional international offerings, reimagining “campus” education using “just in time online education”. Still others leveraged international partnerships to fully embrace IVEs. Adopting virtual learning technologies to support global exchange in this way develops the knowledge and skills required in a post-pandemic world. To continue to shape knowledge that supports international collaboration toward addressing increasingly complex societal issues, higher education must learn to leverage IVEs, addressing issues of access, equity, and cost. (2) Methods: This research was conducted according to the “Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews” (PRISMA-Scr) guidelines. It systematically analyzed the literature published since the start of the COVID-19 pandemic, exploring methods, models, and the outcomes of IVE in higher education. (3) Results: The findings demonstrate the potential for IVE to be scaled across higher education to promote the knowledge and skills required by a global ecology.

Access to technology, internet usage, and online health information-seeking behaviors in a racially diverse, lower-income population.

This study examined access to technology, internet usage, and online health information-seeking behaviors, in a racially diverse, lower-income population. Data were obtained via a cross-sectional survey of low-income communities in Houston, Los Angeles, and New York between April and August 2023. Binary responses to the following online health information-seeking behaviors, internet and technology access, were examined: using the internet to (i) understand a medical diagnosis, (ii) fill a prescription, (iii) schedule a healthcare appointment, (iv) email communication with a healthcare provider, and (v) access electronic health records and medical notes. 41% of survey respondents identified as non-Hispanic Black individuals, 33% as non-Hispanic White individuals, and 22% as Hispanic individuals. 69% reported a pre-tax annual household income of less than $35,000. 97% reported ownership/access to a smart device; 97% reported access to reliable internet. In the past year, only 59% reported using the internet to better understand their medical diagnosis, 36% reported filling a prescription online, 47% scheduled a medical appointment online, 47% viewed electronic health records online, and 56% emailed healthcare providers. Female sex, higher incomes, and having at least a bachelor's degree were significantly associated with all five online health information-seeking attributes. Despite high technology adoption rates, we observed suboptimal online health information-seeking behaviors. This underutilization has potential adverse implications for healthcare access and use given the documented advantage of HIT. Efforts to increase health information-seeking behaviors should explore the identification of HIT barriers, and patient education to increase familiarity and usage in this population.

Responding to the economic consequences of COVID 19 in Pakistan: lessons learnt

This paper discusses the impact of COVID-19 on production and trade in Pakistan. The paper finds that Pakistan’s outbreak preparedness and response has been a success story, but there are still some gaps that need to be addressed in order to better prepare for future crises. We recommend that the policy makers: conduct frequent structured dialogues with small firms to better understand the type and magnitude of unanticipated costs that increase during health crises; regularly source information to determine if the design of fiscal support is benefiting the beneficiaries; convene dialogues with businesses (which should include labour groups) to address the stringency of temporary trade measures; support smaller firms for adoption of online technologies; expedite the implementation of e-commerce policy, information security policy, and personal data protection law; and cut down business and trade costs during crisis through a more liberal tariff policy and rationalization of regulatory burden on firms.

Коммуникативно-ориентированный подход к обучению практической грамматике английского языка в вузе с использованием онлайн ресурсов и технологий

Аннотация: статья представляет результаты анализа эффективности использования цифровых технологий онлайн обучения в рамках коммуникативно-ориентированного обучения практической грамматике английского языка в вузе. Проблема внедрения цифровых технологий в процесс преподавания иностранных языков представляется особенно актуальной в последние годы. Цель исследования - разработать и внедрить цифровые технологии онлайн обучения для изучения английской грамматики для эффективного межкультурного общения в различных коммуникативных ситуациях. Внедрение в образовательный процесс высокотехнологичных технологий в комплексе с системой интерактивных тренировочных и контрольных упражнений в рамках коммуникативного подхода подтвердило свою эффективность. Положительными результатами использования цифровых технологий при обучении практической грамматике является совершенствование грамматических и коммуникативных навыков, развитие способности к самообучению и активному применению полученных знаний, умений и навыков. Abstract: the article presents the results of the analysis of the effectiveness of using digital online learning technologies within the framework of communicative-oriented teaching of practical English grammar at a university. The problem of introducing digital technologies into the process of teaching foreign languages seems to be especially relevant in recent years. The purpose of the study is to develop and implement online digital learning technologies for learning English grammar for effective intercultural communication in various communicative situations. The introduction of high-tech technologies into the educational process in combination with a system of interactive training and control exercises within the framework of a communicative approach has confirmed its effectiveness. The positive results of using digital technologies in teaching practical grammar are the improvement of grammatical and communication skills, the development of the ability to self-learn and actively use acquired knowledge, skills and abilities.

Disability and Spatial Exclusion Under COVID-19 in South Africa

The COVID-19 pandemic exposed a range of existing inequalities. People with disabilities are disadvantaged worldwide and frequently denied spaces within personal and public contexts. This article focuses on the environmental and functional experiences of people with disabilities and service providers in South Africa during the pandemic. Lockdown conditions resulted in diminished spaces and loss of agency, consequent to increased dependence on families, the state and the non-governmental organization sector. Service providers had to suspend most services and experienced a lack of government support and collaboration. Mental health issues emerged as a key concern. Despite challenges, online technology provided opportunities for ongoing support, learning, and delivery of certain services. Such findings highlight the need for greater stakeholder collaboration with people with disabilities and their organizations toward increasing their agency and representation, and assessing disability-inclusive policy.

Effect of an Online Intervention on Nursing Students' Alcohol Consumption and Social Support.

This research aimed to evaluate the impact of custom-developed software on nursing students' alcohol consumption and perception of social support. A quasi-experimental study was conducted with 88 students in the early years of nursing courses at a Brazilian public university. The members of the intervention group (n = 40) participated in a lecture delivered by a nurse and used online software developed based on cognitive behavioral techniques and social skills training. The members of the control group (n = 48) participated only in the lecture. Data on alcohol consumption profiles and social support characteristics were collected. Descriptive statistics, an analysis of variance test, and the Dunnett's test were utilized for data analysis. Alcohol consumption decreased in both groups without significant differences between them. However, in terms of frequency of use, binge drinking, and the number of drinks consumed, a significant decrease occurred among participants in the intervention group. Regarding social support, both groups showed an increase in satisfaction with support and a decrease in the number of supporters. This reduction was less pronounced in the intervention group than in the control group. This investigation presents relevant results that suggest the potential of using online technologies as supplemental materials for promoting students' mental health.

Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

Online learning has been considered as a paradigm shift in education that offers a transformative approach to the acquisition of knowledge and skills. The objectives of the study included identifying the perceptions of e-tutors on the usage of e-tutoring by online students; investigating the challenges encountered by students in using e-tutoring; and recommending measures to enhance e tutoring in the Department of Financial Accounting at a South African university. A quantitative research approach and a descriptive research design were used, employing an online survey to collect data from e-tutors involved in financial accounting modules. A total of 188 questionnaires were distributed electronically to e-tutors in the Financial Accounting Department. Due to unforeseen challenges, only 95 e-tutors filled out the questionnaires completely. SPSS was used to analyze the data through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the rotated component matrix was applied to assess the suitability of the sample for factor analysis and to discern the underlying structure and behavioral patterns within the data set. Findings reveal that e-tutors play a crucial role in assisting students with module-specific problems, addressing difficult topics, and making the course content more engaging. However, challenges such as the need for continuous training in online communication skills and the use of online technology tools were highlighted. Issues related to Internet connectivity and costs also impacted the effectiveness of e tutors. Reliable Internet infrastructure and adequate resources are vital for addressing these challenges. Based on the findings, the study recommends that e-tutors engage in continuous professional development and receive module-specific training to enhance their knowledge and skills. Collaboration between e tutors and lecturers should be encouraged to foster a supportive learning environment. The study concludes that the facilitation of e-tutoring in financial accounting modules has shown promising outcomes in supporting students’ teaching and learning.

Transmission of Guqin Knowledge and Literacy by Changchao Lu

Chinese music has played a significant role in the lives of the Chinese people for generations, being passed down from one generation to the next. Particularly, Changchao Lu’s Guqin teaching holds valuable academic insights. Therefore, this study aims to investigate the transmission of Guqin knowledge and literacy by Changchao Lu. The researchers used qualitative approaches, specifically interviews and observations. The study’s findings illustrate that Changchao Lu’s Guqin playing style exhibits attributes of tranquility, minimalism, strength, and adaptability. The instructor’s pedagogical approach integrates conventional and progressive elements, placing significant emphasis on a comprehensive and balanced educational experience. He established the College of Chinese Arts, which aimed to amalgamate conventional and contemporary Guqin education. The institution prioritized several aspects, such as theoretical knowledge, performing skills, pedagogy, and even the craft of instrument-making. The use of online technologies, the promotion of collaborative learning, and the implementation of a student-centered approach all improve the educational experience. Changchao Lu’s activities encompass the integration of Guqin, a traditional Chinese musical instrument, into rural schools, the promotion of cultural understanding, and the active engagement of local education officials. In addition, he engages in collaborative efforts with local governmental bodies to rejuvenate rural culture by means of Guqin, therefore nurturing artistic potential and establishing connections between Guqin art and local industry.

The effectiveness of online group mindfulness-based cognitive therapy for outpatients with depression in China

ObjectivesWith the development of online technology and the increase in real-world needs, conducting psychotherapy on online platforms has become a popular trend. The present study followed the schedule and content of Mindfulness-based Cognitive Therapy (MBCT), and only changed the treatment format (from offline to online) to investigate the effectiveness of online group MBCT for Chinese outpatients with depression. MethodsThe study used before-and-after controlled design, and included 88 depressed outpatients, of which 75 formally underwent a 10-week online group MBCT. The 24-item Hamilton Depression Scale (HAMD-24), Hamilton Anxiety Scale (HAMA), Self-Depression Rating Scale (SDS), Mindful Attention Awareness Scale (MAAS), and Self-Acceptance Questionnaire (SAQ) were administered to patients one week prior to treatment, the fifth week of treatment, and the tenth week of treatment. Repeated-measures data were processed using linear mixed-effects models. Results75 patients (85.23 %) attended >4 sessions, 44 of whom were taking psychotropic medication during treatment. HAMD-24 and HAMA scores decreased significantly in both medicated and unmedicated patients (w10 < w1, p < 0.05). HAMD-24 and HAMA scores declined more rapidly in patients taking medication, with significant decreases in the fifth week (w5 < w1, p < 0.05). The remarkable effectiveness of treatment (HAMD-24 score reduction >50 %) was >30 %, but there were no significant changes in patients' SDS, MAAS, or SAQ scores. ConclusionsThis study supports the effectiveness of online group MBCT for outpatients with depression and the adherence of depressed patients to participate in online group MBCT was high.