Online Project Research Articles

Investigating Facilities and Supporting Tools for Blended Learning in Project Management Training: A Case Study in Bahrain

This study explores and offers practical, actionable recommendations for Blended Learning (BL) facilities and supporting tools for project management training programs in Bahrain. The proposed strategy is categorized into two main areas: technology and environment. Technological tools include Learning Management Systems (LMS), such as the OPEN (Online Project EducatioN) Platform, Knowledge Management Systems (KMS), AI-driven tools, laptops, smartphones, and reliable internet connectivity. In addition, they are complemented by the second part of a healthy and conducive classroom environment. The study also emphasizes the critical role of the Bahrain Quality Authority (BQA) Framework in maintaining and improving the quality and effectiveness of BL initiatives. By drawing on prior research published by the author, this paper outlines the final strategies to enhance BL training outcomes, and hence providing a valuable model for Bahrain training organizations.

Bridging Boundaries to Acquire Research and Professional Skills: Reflecting on the Impact and Experiences of Technology-Enabled Collaborative Cross-Institutional and Transnational Social Work Placement Projects

Worldwide, social work educators’ teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving research, can assist students to develop a broad understanding of diversity, inequality, and anti-oppressive practice in local, national, or international contexts. Technology-enhanced, online research opportunities have revolutionised research placements. This article offers a reflective dialogue on the insights gained from two transnational, technology-enhanced social work research-based placements. The first example reviews three student-led, rural-focused inquiries completed in Australia and Ireland; the second pertains to students physically situated in Ireland and who engaged in collaborative online projects while completing their USA-based social work placements online. The authors reflect on the experiences and the skills the students developed and how the application of technology helped meet an increasing need for environmentally sustainable practices in teaching, learning, and research on placement. Publicly available student reflections on significant knowledge and practice benefits gained from their transnational experiences are considered. The study highlights how reflective practice assisted in the enactment of research in online contexts.

An electronic patient-reported outcome symptom monitor: the Chinese experience with rapid development of a ready-to-go symptom monitor

BackgroundMonitoring symptoms is crucial for the early detection of disease progression and timely intervention, which is essential for reducing severe cases and mortality rates in rapidly spreading pandemics, such as COVID-19. Therefore, during infectious disease pandemics, the rapid development of real-time symptom monitoring platforms is essential. This study aimed to explore the urgent development process of an electronic system for patient-reported outcome monitoring in emergency situations.MethodsThe development of the electronic patient-reported outcome COVID-19 symptom monitoring platform (ePRO-CoV-SM) included the following steps: (1) modifying an electronic patient-reported outcome symptom-reporting platform to assess patients with COVID-19 and validating its feasibility and sensitivity for longitudinal symptom measurement; (2) updating the system to accommodate the newly emerged severe acute respiratory syndrome coronavirus 2 BA.2.2 variant; and (3) applying it in real-world settings. Literature review, expert consultation, and subject-group discussions were used to develop symptom items. Response rate and missing item rate were used as validation indicators for ePRO-CoV-SM.ResultsThe ePRO-CoV-SM (2.0) consists of a core set of symptom items, a WeChat mini program, an online project design backend, a management and communication front, and a database. During the 2020 verification, the response rate of ePRO symptom monitoring reached 89.47% and the item missing rate was 0.33%, the monitoring revealed that a considerable number of asymptomatic patients were experiencing undesirable symptoms during the isolation period. In its real-world application in 2022, the response rate was 85.93% and the item missing rate was 4.84%, the monitoring found the symptom burden was higher in the younger group (18–40 years old) than in the older group (40–67 years old), and over 30% of patients reported symptoms such as cough (36.08%), dry mouth (35.67%), sleep disorders (32.27%), appetite loss (32.17%), and sputum (30.79%) during the isolation period.ConclusionsElectronic patient-reported outcome measurement was demonstrated to be sensitive and feasible for monitoring symptoms in patients with COVID-19. By integrating smartphone-based data collection with real-time online data transmission and secure data storage using Secure Sockets Layer encryption, an electronic platform for monitoring critical symptoms can be rapidly established in emergency situations.

NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-to- face or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students’ perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials.

Science Communication and Popularization of Science in CS recruitment Tasks

The article analyzes the global practice of using science communication and, in particular, science popularization to recruit volunteers for citizen science projects (CS recruitment). Russians actively participate in global, cross-border online projects. However, local Russian CS projects are less successful. It is shown that the problem of unsatisfactory recruitment is very serious. Science communication and science popularization contribute to recruitment and volunteer retention. Moreover, the role of communication is particularly important in the early stages of a project. The concepts of active and preliminary stages of CS recruitment are introduced to identify the dynamics of volunteer motivation. The experiences considered in the article can be useful for scientific management in Russia.

Dialogic reading in an early childhood education setting: ECEs’ learning in the context of a community of practice model

ABSTRACT The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers. Indeed, there is an increasing call for the implementation of this model in ECE settings. Some research has found that supporting ECEs’ professional learning (PL) through PLC development is a promising approach; nonetheless, PLCs remain under-researched in early childhood contexts, and findings are less conclusive. The current study examined the potential of PLC development for supporting learning about Dialogic Reading (DR) – a topic of interest to ECEs. In the current study, ECEs in one Canadian context participated in an online project in which they concurrently learned about the PLC model and DR. Our research, including ECEs’ written reflections, and video data of the ECE-child storybook reading, yielded novel findings. These findings suggest that ECEs learned to employ the specific techniques of dialogic reading for engaging children and enriching the dialogic interactions during storybook reading, while also learning to enact processes associated with a PLC model. The ECEs attributed several features of the PLC model to deepening their DR learning. These findings and their implications for practice and future research are further considered.

What does it mean to be queer in Wikidata? Practices of gender representation within a transnational online community

Abstract The continuing digitization and datafication that our society is undergoing are having a significant impact on our daily lives, giving rise to new possibilities but also entailing significant risks for people who are discriminated against or marginalized. Queer communities are particularly affected by these processes; therefore, it is crucially relevant to research transnational digital projects that involve them. In the Wikidata Gender Diversity (WiGeDi) project, we are looking at practices of gender representation in the Wikidata knowledge base, a collaborative online project managed by a worldwide community. Working from the idea that gender is a complex social construct, we investigate how the Wikidata community has approached the complex issue of modeling and populating gender data, progressing from a very narrow interpretation of gender as a binary to a representation that is more inclusive of a multiplicity of gender identities.

Bringing the Universe to Every Classroom: The Impact of Digital Technologies on Children's Astronomy Education in Iran

Astronomy education can be a crucial part of Iranian children's education and has the potential to inspire a lifelong passion for science and technology. However, it has been neglected in children's educational systems, particularly among the socioeconomically disadvantaged population. Efforts have been made in the past to improve astronomy education for children in Iran. Still, they were unsuccessful in underprivileged communities due to a lack of facilities and support. In recent years, the internet and digital tools have greatly helped reach a much wider audience and deliver educational content to children who would otherwise have limited access. Kargahe Setare online project was launched in Iran with the goal of using astronomy to inspire a new generation of scientifically literate and curious citizens, regardless of their financial and locative situation. We will explain how we reached out to more than 10000 Iranian children from the big cities to the most deprived villages to promote astronomy. We will discuss how we revised our teaching methods to bring STEM and STEAM activities to the class through online tools and common household objects as educational props. We will show how not only the Covid-19 pandemic did not negatively affect us but how it significantly accelerated the process of gaining public trust in online education. Also, we will discuss how we created a bridge between children, researchers, and the most-known organizations in this field. By sharing our experiences, we aim to demonstrate the potential and outcomes of online education in promoting astronomy and children's development.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

ОСВІТНІЙ ПРОЄКТ «ЦІКАВА НАУКА ОНЛАЙН» ЯК ШЛЯХ КОМПЕНСАЦІЇОСВІТНІХ ВТРАТ В УМОВАХ ВІЙНИ В УКРАЇНІ

The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the "Interesting Science Online" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio "Know How" and "Battle of the Worlds" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.

Blended pedagogy for computer programming language

In the face of the challenges posed by the COVID-19 pandemic, the hybrid teaching model has garnered significant attention for its combination of the depth of traditional education with the convenience of distance learning. Focusing on the domain of computer programming language instruction, this study innovatively designs a hybrid teaching strategy aimed at fully exploiting the flexibility of its teaching design and the variety of pedagogical approaches. The strategy integrates face-to-face teaching with online autonomous learning, incorporating project-based teaching methodologies and immediate feedback mechanisms to facilitate active student engagement and deep learning. Through a year-long practice in a C++ programming course, encompassing 68 students, the study empirically validates the effectiveness of the hybrid teaching approach. It not only demonstrates remarkable educational outcomes, enhancing the quality of programming instruction and student satisfaction with their learning experience, but also employs Bayesian analysis to delve into the relationship between learning trajectories and students’ sense of self-efficacy. By focusing on key indicators during the learning process, such as the timeliness and quality of online learning, laboratory work, and project assignments, the study then utilizes Bayesian models to directly assess the impact of these learning behavior metrics on students’ perceived self-efficacy. The findings reveal that students with outstanding academic achievements exhibit higher levels of self-efficacy, confirming that academic performance can reasonably reflect teaching effectiveness and provide a quantifiable basis for assessing individual learning progress. Consequently, this research not only contributes a novel strategy to computer programming education practice but also offers a valuable reference for the application of hybrid teaching models in other disciplines. Furthermore, it promotes in-depth contemplation on post-pandemic innovations in teaching modes and issues of educational equity, laying a solid foundation for constructing a more adaptive and inclusive future education system.

Empowering Future Educators: The Influence of Pedagogical Mentoring on Virtual Collaboration

Virtual collaboration is an established pedagogical method in foreign language education, engaging classes in online projects with international partners as a core component of their curricula. This study investigates the crucial role of teachers as pedagogical mentors in virtual collaboration and analyzes the impact of their strategies and techniques on student learning during these online projects. The article begins by proposing a categorization of pedagogical mentoring based on existing literature. It then presents findings from a virtual collaboration project involving initial English teacher education classes in Indonesia, implementing two types of pedagogical mentoring. Through qualitative content analysis, the study identifies the effects of mentoring provided before the collaboration and reveals insights into student learning when their online interactions are incorporated into classroom activities. The article concludes by discussing the limitations and challenges of different pedagogical mentoring approaches in virtual collaboration and offers recommendations for effective pedagogical mentoring in such projects.

Learning Python Programming in Middle School - an Innovative path to Digital Literacy

In today's world, digital literacy plays a key role in preparing young people for future challenges. Learning to program, especially in Python, is becoming an increasingly important part of high school education. This article draws attention to innovative methods and approaches to implementing a Python programming curriculum in secondary schools, considering them as an effective path to developing digital literacy in students. The article discusses the benefits of learning Python, its role in developing programming and logical thinking skills, and offers recommendations for using innovative teaching methods such as online courses, project work, and competitions to achieve digital literacy goals in high school.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

Evolving engineering education: online vs. in-person capstone projects compared (EEE-OIPC)

This study examines the effectiveness of online and face-to-face (F2F) instructional methods in Capstone Senior Design (CSD) projects within Electrical Engineering (EE) and Mechanical Engineering (ME). It explores how each mode influences student success and learning outcomes, addressing the need for adaptable teaching strategies in science, technology, engineering, and mathematics (STEM) education. A comprehensive assessment was conducted, which included project evaluations, advisor feedback, and self-peer reviews. This multifaceted approach aimed to gauge the relative efficacy of online versus F2F modalities in supporting educational outcomes. The findings indicated that both online and F2F modalities achieved parity on several metrics. However, F2F settings significantly enhanced teamwork and collaboration among students. In contrast, online environments excelled in advisor evaluations, suggesting effective mentorship despite less consistent teamwork and project execution. The results emphasize the potential benefits of integrating online and traditional pedagogies to improve educational strategies and student learning experiences. The study highlights the importance of developing online instructional strategies that better mimic the collaborative advantages of F2F instruction. It also underscores the need for a holistic approach to curriculum development to prepare STEM students effectively for future challenges.

The Eschucha (Listen) Podcast Project: Psychosocial Innovation for Marginalized Mexican Youth and Young Adults.

The COVID-19 pandemic was a challenging period for young people in Mexico, particularly those already contending with social and structural inequality. In March 2021, the Colectivo Frontera, a research collective based in Mexico City, Mexico, which works on advancing equity and psychosocial wellbeing among marginalized communities, carried out an 8-week, online project to provide psychosocial support and promote resilience for marginalized young people from different locations in Mexico. The project entailed weekly journaling with the Pandemic Journaling Project (PJP), as well as weekly phone sessions with a mental health specialist who provided emotional support (acompañamiento emocional) through practices of active listening. The project culminated in the Escucha (Listen) Podcast for which each youth participant created an episode about their experiences during the pandemic. Many also submitted a photo to accompany their recording; one produced a song. Participant episodes were compiled into a series of five chapters. Each chapter of the podcast centers on a common theme, including reflections on loved ones lost to COVID-19, social fragmentation, gender-based constraints on expressing emotions, and the experiences and perspectives of children. The project provides a compelling example of a low-cost approach to providing support for the mental health and wellbeing of marginalized young people. It also demonstrates the importance of creating projects that help young people make meaningful connections and that leverage their creativity to foster resilience, improve social cohesion, and elevate their perspectives and voices.

Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts

PurposeThis study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).Design/methodology/approachA qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.FindingsFindings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.Originality/valueThis study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

Реализация функций гражданского общества в цифровой партисипации молодежи

The article studies how civil society performs its functions while civic activism is transiting to digital forms and how different participatory models of interaction between society and government are developed. According to the authors, digital technologies create fundamentally new opportunities in ensuring a dialogue between authorities and society, and also support young people to overcome their political and civil absenteeism. The article provides the author’s classifcation of functions that civil society actualize in online activism: in particular, such functions as solidarizing, socializing, mediating, monitoring, articulating and mobilizing are highlighted. The way how civil society performs its functions in online activism is examined based on results of the sociological survey with 1,150 young respondents from the Sverdlovsk region, all being 14-25 years old and representing the digital natives’ generation. An analysis of each function was carried out: how these young people assess possibilities of digital participation, if these functions are part of their motivation for participating in civic activism, how these functions are implemented in real practices of digital activism. Then conclusions are drawn concerning the level of relevance for each of the highlighted functions of civil society and possibilities of their implementation via digital technologies. Finally, young people appeared to highly appreciate effectiveness of online projects, they are involved in various forms of digital participation and public agenda formation. Our research determined certain prospects for studying digital activism in the context of digital practices of interaction between youth and authorities, the role of social media in communication between authorities and the public, etc. Our work proved to be signifcant for identifying updates in functions performed by civil society, expanding scientifc ideas concerning digital participatory culture of youth and its role in civil society development. It is also promising in identifying new areas of youth policy regarding co-participation and digital citizenship. Our research results can be applied for supporting and promoting projects and educational programs in the feld of digital activism associated with young people.

Rozwijanie uważnych zachowań u studentów przekładoznawstwa. Od praktyki do usposobienia

Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.

APPLICATIONAL OF DIGITAL TOOLS AND TECHONOLOGIES IN SOCIAL WORK PRACTICE – EXPERIENCE FROM THE PROJECT” EDUCATIONAL OF THE FUTURE – DISTANCE VOCATIONAL LEARNING AND TRAINING”

Technological innovations significantly affect various spheres of human life and social relations, and this translates into practice and research in social work and social policy. The integration of technology into social work practice opens up new areas of research, as well as the development of new theories to better understand social reality and human interaction with non-human devices. The purpose of the considerations undertaken in the article is to diagnose the possibility of using digital technologies in the professional education of social workers. The application of digital tools and technologies in the practice of social work, including the improvement of professional skills and functional competencies was possible during the implementation of the project "Education of the future – remote distance education and training", in which the partners were the Vocational Training Institute in Warsaw and the Institute of Labor and Social Affairs funded under the EOG Financial Mechanism 2014–2021, Education Program. Feedback received from social workers testing the project's online course indicates that it is an interesting form of self-education, allowing them to improve their professional competence and update their knowledge.