Teaching Platform Research Articles

Optimizing a digital health education platform for the elderly: influences on annotation and interaction design

Optimizing a digital health education platform for the elderly: influences on annotation and interaction design

Process evaluation of an mHealth-based school education program to reduce salt intake scaling up in China (EduSaltS): a mixed methods study using the RE-AIM framework

BackgroundAn mHealth-based school health education platform (EduSaltS) was promoted in real-world China to reduce salt intake among children and their families. This progress evaluation explores its implementation process and influencing factors using mixed methods.MethodsThe mixed-methods process evaluation employed the RE-AIM framework. Quantitative data were collected from a management website monitoring 54,435 third-grade students across two cities. Questionnaire surveys (n = 27,542) assessed pre- and post-education effectiveness. Mixed-effects models were used to control cluster effects. Qualitative interviews (23 individuals and 8 focus groups) identified program performance, facilitators, and barriers. Findings were triangulated using the RE-AIM framework.ResultsThe program achieved 100% participation among all the third-grade classes of the 208 invited primary schools, with a 97.7% registration rate among all the 54,435 families, indicating high "Reach." Qualitative interviews revealed positive engagement from children and parents through the "small hands leading big hands" strategy. The high completion rate of 84.9% for each health cloud lesson and the significant improvement in salt reduction knowledge and behaviors scores from 75.0 (95%CI: 74.7–75.3) to 80.9 (95%CI: 80.6–81.2) out of 100 demonstrated the "Effect" of EduSaltS. The program's "Adoption" and "Implementation" were supported by attractive materials, reduced workload via auto-delivered lessons/activities and performance evaluation, and high fidelity to recommended activities, with medians 3.0 (IQR: 2.0–8.0)/class and 9.0 (IQR: 5.0–14.0)/school. Stable course completion rates (79.4%-93.4%) over one year indicated promising "Maintenance." Apart from the facilitating features praised by the interviewees, government support was the basis for the scaling up of EduSaltS. Barriers included the lack of smartphone skills among some parents and competing priorities for schools. Unhealthy off-campus environments, such as excessive use of salt in pre-packaged and restaurant foods, also hindered salt reduction efforts. The program's scalability was evident through its integration into existing health education, engagement of local governments and adaptation across various mobile devices.ConclusionsThe mHealth-based school health education program is scalable and effective for public salt reduction in China. Identified barriers and facilitators can inform future health program scale-ups. The program's successful implementation demonstrates its potential for broader application in public health initiatives aimed at reducing dietary salt intake.

Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors

eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning, and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement.

Analisis Implementasi Kebijakan Kurikulum Merdeka Berdasarkan Teori Edward III di Tingkat Sekolah Dasar Kabupaten Luwu Utara

This research aims to analyze the implementation of the independent curriculum policy based on Edward III's theory at the elementary school level in North Luwu Regency. The research method uses qualitative methods with a phenomenological type. Data collection through observation, interviews and documentation. The technique for collecting informants uses a purposive sampling method, namely; North Luwu Regency Education Office, school principals, teachers and students. The research results based on Edward III's theory are; Communication is carried out by coordinating in the form of outreach activities by the government sector to schools, involving school principals, teachers, students and parents, human resources supported by teachers and school staff, then facility resources supported by the existence of an independent teaching platform, as well as human resources funds obtained from school operational assistance funds (BOS), disposition, demonstrated by conducting teacher training in making independent curriculum teaching modules (prototypes) and KKG activities, bureaucratic structure, direction to school principals and teachers to continue learning and conducting training on the independent platform Study. The conclusion is that the implementation of the independent curriculum has gone well at the elementary school level in North Luwu Regency.

The Effect of In-person and Online Training on Learning Jump Rope Skills in Girl Students

Background: In situations with physical limitations, combining online and in-person methods with a greater focus on practical exercises, feedback, and maintaining motivation and commitment to learning may be the best approach. Objectives: The aim of the present study was to compare the effectiveness of two educational methods— in-person training and online training— on learning jump rope skills. Methods: Forty fourth-grade girl students were randomly assigned to two groups: In-person training and online training. Initially, participants took a pre-test that involved performing the basic single jump technique (BSJT) for 30 seconds. The online class was conducted on Iran's official educational platform, a messaging service that allows for the transmission of audio, video, and text files, as well as live calls. The in-person group received all instructions with the same content in person. Immediately after completing eight 45-minute instructional sessions, a post-test similar to the pre-test was administered. One week after the acquisition sessions, a retention test for 10 other jump rope techniques was conducted within a 30-second time frame, and the average score was calculated for each participant. Results: The results showed a significant main effect of the group, with the overall performance of the in-person group being better than that of the online group. Participants' scores in BSJT improved from the pre-test to the post-test. A significant difference was observed between the in-person and online groups in the retention test. Conclusions: In-person training appears to be generally more effective than online training for improving jump rope skills. While online training can be effective for mastering and consolidating previously learned skills, in-person training is preferable for learning and mastering more complex techniques.

Digital Literacy, Organizational Support, and Learning Community in Independent Teaching Platform towards Teacher Performance

Digital Literacy, Organizational Support, and Learning Community in Independent Teaching Platform towards Teacher Performance

Analysis of the Use of The Merdeka Teaching Platform For Quality Learning In The Implementation of the Merdeka Curriculum

This research aims to determine the use of the independent teaching platform for the quality of learning of high school Economics teachers in the city of Pematangsiantar. The government provides this platform as a reference, collaboration forum and quality content. The Merdeka Mengajar platform is an important pillar in building better education. This research was carried out for high school level Economics teachers. The data collection technique uses a questionnaire using a Likert scale. The research method used is quantitative descriptive research. The population of this study were all Economics teachers at Senior High School (SMA) level in the city of Pematangsiantar. The sample was selected using purposive sampling with a sample size of 20 respondents. This research was conducted from January to February 2024. Data collection techniques used questionnaires. Data analysis uses the t test and significance values to see the use of the independent teaching platform for the quality of economics teacher learning. Based on the results of the data processing, a significance value of 0.000 was obtained and this figure is smaller than 0.05, therefore it can be concluded that there is an influence of the independent teaching platform variable (x) on the quality of economics teacher learning (y). Furthermore, to provide other supporting evidence, it can be seen from the calculated t and t table values in the processed data. The t value is 8.265 and the t table value is 2.10092. Because the calculated t value is greater than the t table, it can be concluded that there is an influence of the independent teaching platform on the quality of learning. The results of the research show that there is a significant influence in terms of the use of the independent teaching platform on the learning quality of high school economics teachers in the city of Pematangsiantar in implementing the independent curriculum.

Digitalization and Technology in the Fight Against Crimes, Related to Pharmacy Drug Addiction

In modern society, digitalization and technology play a key role in the fight against crimes related to drug addiction. This study examines various aspects of the use of digital technologies to combat prescription drug abuse and drug trafficking. The introduction of electronic prescriptions, centralized systems for monitoring drug sales and digital patient databases makes it possible to effectively monitor and control the process of prescribing and receiving drugs. The use of artificial intelligence and big data analytics helps identify patterns associated with drug addiction and early detection of abnormal activities. Online platforms for public information and education, as well as mobile applications for self-control and support, have a significant impact on preventing the development of addiction. As a result, digital technologies provide significant support in the fight against pharmacy addiction by increasing transparency, accountability and safety in the pharmaceutical field.

The impact of the COVID-19 pandemic on higher education: Assessment of student performance in computer science.

The COVID-19 pandemic had radically changed higher education. The sudden transition to online teaching and learning exposed, however, some benefits by enhancing educational flexibility and digitization. The long-term effects of these changes are currently unknown, but a key question concerns their effect on student learning outcomes. This study aims to analyze the impact of the emergence of new models and teaching approaches on the academic performance of Computer Science students in the years 2019-2023. The COVID-19 pandemic created a natural experiment for comparisons in performance during in-person versus synchronous online and hybrid learning mode. We tracked changes in student achievements across the first two years of their engineering studies, using both basic (descriptive statistics, t-Student tests, Mann-Whitney test) and advanced statistical methods (Analysis of variance). The inquiry was conducted on 787 students of the Lublin University of Technology (Poland). Our findings indicated that first semester student scores were significantly higher when taught through online (13.77±2.77) and hybrid (13.7±2.86) approaches than through traditional in-person means as practiced before the pandemic (11.37±3.9, p-value < 0.05). Conversely, third semester student scores were significantly lower when taught through online (12.01±3.14) and hybrid (12.04±3.19) approaches than through traditional in-person means, after the pandemic (13.23±3.01, p-value < 0.05). However, the difference did not exceed 10% of a total score of 20 points. With regard to the statistical data, most of the questions were assessed as being difficult or appropriate, with adequate discrimination index, regardless of the learning mode. Based on the results, we conclude that we did not find clear evidence that pandemic disruption and online learning caused knowledge deficiencies. This critical situation increased students' academic motivation. Moreover, we conclude that we have developed an effective digital platform for teaching and learning, as well as for a secure and fair student learning outcomes assessment.

Individualized Design Application of 3-Dimensional Printing Navigational Template for Pedicle Screw Installation: A Training Case Report.

BACKGROUND The proper installation for pedicle screws by the traditional method of surgeons dependent on experience is not guaranteed, and educational solutions have progressed from chalkboards to electronic teaching platforms. We designed a case of 3-dimensional printing drill guide template as a surgical application, which can accurately navigate implantation of pedicle screws, and assessed its effect for simulative training. MATERIAL AND METHODS We randomly selected a set of computed tomography data for spondylolisthesis. A navigational template of pedicles and screws was designed by software Mimics and Pro-E, where trajectories of directions and angles guiding the nail way were manipulated for screwing based on anatomy, and its solid model was fabricated by a BT600 3D printer. The screws were integrated and installed to observe their stability. RESULTS The navigational model and custom spine implants were examined to be compatibly immobilized, because they are tolerant to radiation and stable against hydrolysis. The screw size and template were fit accurately to the vertebrae intraosseously, because the pilot holes were drilled and the trajectories were guided by cannulas with visible routes. During the surgical workflow, the patient reported appreciation and showed substantial compliance, while having few complications with this approach. Compared with fluoroscopy-assisted or free-hand techniques, the effect of simulative training during processing was excellent. CONCLUSIONS The surgical biomodel is practical for the procedural accuracy of surgical guides or as an educational drill. This fostering a style of "practice substituting for teaching" sets a paragon of keeping up with time and is worthy of recommendation.

Online Collaborative Learning in Pediatric Dentistry Using Microsoft Teams: A Pilot Study

Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.

The Integrated Teaching Platform of Innovation, Entrepreneurship and Moral Education in Colleges via Multimedia Network

The Integrated Teaching Platform of Innovation, Entrepreneurship and Moral Education in Colleges via Multimedia Network

An efficient state-aware Coarse-Fine-Grained model for Knowledge Tracing

Knowledge tracing (KT) is the problem of predicting students’ future performance based on their historical learning records, with primary emphasis on capturing their evolving knowledge states. This predictive capacity enables online education platforms to recommend personalized learning resources and guidance to students who require further attention. By leveraging deep learning techniques, KT models have demonstrated impressive experimental performance in capturing and analyzing the complex interactions between students and exercises. However, most approaches tend to prioritize predictive performance rather than a detailed consideration of how students’ knowledge states evolve over time, resulting in unstable and unexplainable outcomes. To address these limitations, in this paper, we propose an efficient state-aware Coarse-Fine-Grained model for Knowledge Tracing (CFGKT), which aims to facilitate deep tracing of students’ intrinsic knowledge states in their learning processes. Specifically, CFGKT introduces three key innovations: (1) a coarse-grained block that diagnoses students’ proficiency in specific concepts based on their historical performance; (2) a fine-grained block that progressively measures and accumulates students’ experience acquisition from past interactions; and (3) a novel state-fusion attention that selectively integrates both exclusive proficiency and cumulative experience to estimate students’ knowledge states for performance prediction. Numerous experiments on four real-world datasets demonstrate that CFGKT exhibits superior prediction accuracy and interpretability compared to existing KT methods. The code and data are publicly available at https://github.com/hzLu0/CFGKT.

Integration of an Open Source Identity Management System in Educational Platforms

Making research advances available to the community in the shape of open source software has the potential to introduce cutting-edge innovations from early on, foster collaborative development, and revolutionize industrial applications. However, including open source software resulting from a research project as part of a production system poses some risks and must be evaluated in detail, considering all pros and cons. This is especially delicate when that piece of software is in charge of authentication and authorization. This article reports on an experience of integrating open source identity and access management (IAM) software that is the result of multiple research projects, the FIWARE Keyrock IAM, into three educational web-based platforms: two learning object repositories and a course management platform. We intend to draw the lessons learned from this experience so they can guide software practitioners when deciding if they should integrate open source software developed in research projects.

Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching

Abstract Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern &amp; Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).

TikTok is an effective platform for bicycle safety injury prevention education

Social media is an efficient way to spread information, given its widespread daily use by the general population. While it has been shown that public health information can be rapidly disseminated, whether the newer social media platform, TikTok, is effective for this purpose has yet to be explored. The goal of this study is to determine the effectiveness of TikTok for the public health topic of injury prevention, specifically with regards to bicycling-related safety education. The TikTok account “iBikeSafe” was created to disseminate injury prevention information related to bicycle safety. Data collected was both qualitative (video classification, comment categorization) and quantitative (likes, views, comments). Performance data was compared between TikTok and another video-sharing social media platform (YouTube). Posts that were didactic (or educational) in nature yielded more views, likes, and comments than posts that were fun or casual in nature. Almost half (46%) of comments made by users on iBikeSafe’s TikTok videos were made to constructively further the discussion and to educate others with accurate injury prevention information. Five of the six videos that were adapted from the iBikeSafe YouTube channel for use on TikTok garnered exponentially more views on TikTok (from 118% to 2057%) than on YouTube, despite having less followers/subscribers (759 TikTok vs 977 YouTube) and being in existence for less time (11 months vs 8 years). TikTok is an effective platform for injury prevention education. Didactic posts best provide users with the ability to engage with content and to discuss takeaways, while fun posts keep users active within the platform. Both educational and fun types of videos play an integral role in the effective use of this platform for bicycle safety education. Consideration should be taken into account for the appropriate ratio of didactic versus fun posts for information dissemination in any public health educational campaign making use of this platform.

DISTANCE EDUCATION TECHNOLOGIES IN THE MODERN EDUCATIONAL SPACE OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS

The article examines distance education technologies in the modern educational space of Ukraine. The general features of case-based educational technologies, the WebQuest methodology as a method of project-based learning, Internet technologies, in particular online educational platforms, and telecommunication technologies are identified. The significance of artificial intelligence in the educational environment is emphasised.

MicroPublication Biology: An introduction to Publishing and Teaching with a Small-Format, Peer-Reviewed Journal.

microPublication Biology (micropublication.org) is a non-profit, community-focused, peer-reviewed journal dedicated to publishing small (single-figure) reports of data, methods and software related to a variety of model organisms. A workshop on microPublications at the Faculty for Undergraduate Neuroscience (FUN) conference in Summer 2023 focused on 1) publishing data-especially student research experiences, and data gathered through course-based research, and 2) using the microPublication platform and article template in teaching and learning. In this article, we further describe the microPublication platform and workflow and how PI's can use this venue to publish student work. We also provide examples of how the microPublication format can be adapted and adopted as tools for undergraduate teaching and learning.

CHALLENGE OF EDUCATORS IN TIMES OF REMOTE TEACHING

The present work addresses the challenges faced by educators during the period of remote teaching, driven by the COVID-19 pandemic. The rapid transition from the face-to-face to the virtual environment has brought numerous difficulties to education professionals. First, we discussed technological adaptation, since many educators needed to acquire new skills and competencies to use online teaching platforms and digital tools. Lack of proper training and familiarity with educational technologies were crucial issues in this shift. In addition, we address social inequalities and those aggravated by remote teaching. The lack of access to the internet and adequate devices in disadvantaged communities has resulted in an imbalance in access to education, creating a worrying scenario for educational inclusion. Another relevant point was the challenge of student engagement. The presence of face-to-face interaction and the difficulties in establishing a meaningful connection with students in the virtual environment impacted motivation and interest in educational activities. The work also highlights the increased workload for educators. The transition to remote learning follows extreme dedication and a work-life balance. The need to prepare classes adapted to the digital environment and constant communication with students and families have met additional challenges.

Determinants Influencing the Adoption of Metaverse-based Learning Platforms among University Students

Metaverse, an amalgamation of diverse information technologies, is seen as the future of the internet and holds promise for transforming education. Leveraging metaverse media for immersive learning has the potential to reshape education practices. Despite being a novel concept, metaverse-based education has the capacity to enrich online learning experiences. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model alongside the factor of personal innovativeness in IT, conducting a comprehensive survey involving 244 students from Federal University Wukari, Nigeria. Employing STATA 14, a popular variance-based structural equation modeling technique in social sciences and management, the study analyzed the structural model and conceptual measures, confirming the discriminant validity, dependability, and content of the data. The research findings highlight the importance of personal innovativeness in IT as a direct and indirect predictor of adoption intention among Generation Z students in making decisions about integrating metaverse technologies into higher education. Students demonstrating a high level of innovativeness in IT exhibit a greater willingness to engage with metaverse-based learning incorporating artificial intelligence. The results demonstrate a strong association between the identified characteristics and students' intentions to utilize educational platforms utilizing metaverse technology, contributing valuable insights to the use of technology in educational settings.