Quality Online Research Articles

Development and Validation of Near-Infrared Methods for the Quantitation of Caffeine, Epigallocatechin-3-gallate, and Moisture in Green Tea Production.

The quality of tea leaves (e.g., their color, appearance, and taste) can be directly influenced by the tea production process, which is closely connected with the content of a number of chemical components formed during the production of the tea leaves. However, the production process is now controlled by people's experience, making its quality significantly different. NIRS is a time-saving, cost-saving, and nondestructive method. Therefore, it is necessary to introduce NIRS technology into the quality control of the tea production process. In this study, a quantitative analysis model of caffeine, epigallocatechin-3-gallate (EGCG), and moisture content was established by near-infrared spectroscopy (NIRS) which was united simultaneously with partial least squares (PLSR) for online process monitoring of tea production. The model parameters show that the established model has fine robustness and outstanding measuring accuracy. Then, the feasibility of the established method is verified by the traditional method. Through the verification of the precision of the instrument and the stability of the sample, it is clarified that the model can be further utilized to monitor tea product quality online in a productive process.

Pandemic Panic Course Design: A Faculty Team Approach

Recreation Management faculty developed an alternative online experience in place of the internship in response to two conditions created by the pandemic: (a) uncertainty of students being able to obtain internships and (b) student safety. The vision was to have students build and practice problem solving skills, inspire innovation as well as be mentored by recreation professionals in the field. This brief provides an overview of the faculty team approach to designing a course within six weeks to be a quality online experience as an alternative to the traditional internship.

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

IntroductionIn South Africa, online learning has been adopted to maintain the momentum of learning. The need for social distancing has resulted in the cancellation of many face-to-face activities that comprised the curriculum within higher education. This study explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period. MethodsA qualitative case study design was adopted. Purposive sampling was employed to select undergraduate diagnostic radiography students at the study institution. One-on-one online interviews were audio recorded with fourteen (n = 14) students from second to fourth year and were transcribed verbatim. Data were analysed through content analysis. ResultsTwo main themes emerged: (1) Maintaining balance in the new ‘normal’; (2) Enablers for an inclusive learning environment. The change in the method of teaching has highlighted the requirements for adequate teaching and learning. The students in the study were of the view that they deserve an equal opportunity to quality online education. ConclusionThe study reveals that the participants were concerned about the transition from face-to-face lectures to the online system. They felt they were required to adjust without adequate consideration of the prerequisites for the process, such as devices and data availability. Implications for practiceRadiography is both technical and theoretical. Therefore, the integration of online teaching and learning could be used to enhance digital literacy within the South African context.

UGC's responses to the pandemic: roles of Institutional Quality Assurance Cells in Bangladesh

PurposeThe paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education.Design/methodology/approachThe paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learning – learning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings.FindingsFrom the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system.Originality/valueThe study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC).

Transitioning from emergency remote teaching to quality online delivery: an Irish professional development perspective

Transitioning from emergency remote teaching to quality online delivery: an Irish professional development perspective

EP.TH.375Inguinal hernia repair: A systematic analysis of online patient information using the modified Ensuring Quality Information for Patients tool

Abstract Aims Online resources are a fundamental source of healthcare information due to the increasing popularity of the Internet, therefore ensuring accuracy and reliability of websites is crucial to improving patient education and enhancing patient outcomes. Inguinal hernia repair is the most commonly performed general surgical procedure worldwide. This study aims to analyse the quality of online patient information on inguinal hernia repair using the modified Ensuring Quality Information for Patents (EQIP) tool. Method A systematic review of online information on inguinal hernia repair was conducted using 4 search terms: “inguinal hernia”, “groin hernia”, “inguinal hernia repair” and “inguinoscrotal hernia”. The top 100 websites for each term identified using Google were assessed using the modified EQIP tool (score 0-36). Websites for the paediatric population or intended for medical professional use were excluded from analysis. Results 142 websites were eligible for analysis. 52.8% of websites originated from the UK. The median EQIP score for all websites was 17/36 (IQR 14-21). The median EQIP scores for Content, Identification and Structure were 8/18, 2/8, and 8/12, respectively. Complications of inguinal hernia repair were included in 46.5% of websites, with 9.2% providing complication rates and 14.1% providing information on how complications are handled. Conclusions This study highlights that the current quality of online patient information on inguinal hernia repair is poor, with minimal information available on complications, hindering patients’ ability to make informed decisions regarding their healthcare. To improve patient education, there is an immediate need for improved quality online resources to meet international standards.

Storm Clouds and Silver Linings: Day-to-Day Life in COVID-19 Lockdown and Emotional Health in Adolescent Girls.

ObjectiveWe examined risk and protective factors for emotional health problems in adolescent girls during the COVID-19 pandemic. We investigated pre- to early-pandemic changes in symptoms of anxiety and depression, documented daily activities and perceived positive and negative impacts of the pandemic, and linked perceived positive and negative impacts of the pandemic to real-time changes in emotional health.MethodsThe study was a 10-day daily diary study with 93 U.S. adolescent girls (aged 12–17; 68% White non-Hispanic) at temperamental risk for anxiety and depression, conducted in April/May 2020 when all participants were under state-issued stay-at-home orders. Girls provided daily reports of positive and negative affect, depressive and anxious symptoms, activities, and positive and negative impacts resulting from the pandemic.ResultsGirls reported engaging in many activities that may contribute to well-being. Mixed effects analyses revealed positive impacts associated with improved same-day emotional health such as more time for family and relaxation and reduced pressure from school/activities. Negative impacts associated with poorer same-day emotional health included problems with online schooling, lack of space/privacy, lack of a regular schedule, and family conflict.ConclusionFindings highlight the importance of providing in-person or quality online schooling, resources and space for learning, promoting daily routines, and spending time with teens while reducing family conflict. The pandemic also appears to have offered many girls a respite from the chronic stress of modern teen life, with time to relax and engage in creative and healthy pursuits showing benefits for daily emotional health, which should be considered following the return to normal life.

“Miss having in-person classes” – university studying during COVID-19 pandemic

Introduction.Managing the formal education system during COVID-19 has become an unwanted challenge for the academic community. Without suffi time for preparations, different models of distance education were applied. The aim was to ensure the continuity of teaching, to encourage the process of distance learning, and to enable their evaluation.Aim.This studyaimedto analyse the opinions of students from the Department of Early Childhood Education (hereafter ECE) at the Faculty of Humanities and Social Sciences (hereafter Faculty), University of Split, on their study conditions during the COVID-19 from March 2020. It was assumed that learning in an online environment encourages the development of new learning strategies. Family and work status and residence of students (in the place of study or outside it) were taken as predictor variables in assessing the quality and conditions of the study.Methodology and research methods.The research was conducted online at the end of the 2020 academic year when students gathered online teaching experiences. The Google Apps tool was used in the data collection process. The Ethics Committee of the Faculty at the University of Split gave its consent to the implementation of this research. During online teaching, all students are informed about the purpose and course of research. Research included 68,75 % students (n = 156) studying at the ECE Department. The following aspects were investigated: forms and frequencies of distance learning; the possibility of students’ response to study obligations (due to closed libraries); difficulties, advantages and possibilities of conducting online teaching; students’ dissatisfaction with the quality of the organisation and implementation of online teaching, and opportunities for quality development.Results.Findings identified difficulties in the lack of ICT competencies of both students and teachers, mixed-use of different platforms, workload and lack of adequate literature. Students assessed the greater availability of teaching materials and more reachable teachers as positive, and experience of discussions on social networks as one of the useful ways of distance learning. By exchanging the content of teaching materials, they developed new learning strategies and showed possible new adaptations to learning using social networking. Students’ dissatisfaction with online teaching could be interpreted by their subjective reasons and contextual conditions.Scientific novelty.The data processed in this research are triangulated with worldwide research on study conditions during lockdowns. It can be concluded that regardless of the previous lockdowns basic use of ICT (sending and receiving seminar tasks over e-mail), most higher education institutions were not ready for an overall transition to online teaching. The findings point to the need for systematic research into the possibilities of applying new technologies in the study process (learning, availability of relevant sources, networking of scientists, and quality exchange of information).Practical significance.Given that before the COVID-19 at this Faculty there was no similar research, nor experience with any online teaching forms, it is difficult to determine the extent of the change. Nevertheless, it is possible to conclude that the teaching staff did not have adequate ICT competencies for the implementation of quality online teaching. The quality of teaching in this research was contributed by more reachable teaching staff and their willingness to cooperate. In the changed living conditions as a consequence of the pandemic, it is possible to expect further changes in the way of studying. The insight and analysis of students’ opinions through this research could contribute to the development of the quality of the teaching process in any given crisis.

Evaluating Digital Instructional Materials for K-12 Online and Blended Learning.

With the large increase in online instruction, including remote instruction with online materials during the COVID-19 pandemic, there also was an increase in the use of instructional materials that were made to be displayed online or were digitized for online use. However, teachers have not had access to guidance about how to select and evaluate online instructional materials for classroom use. The lack of guidance has the potential to harm historically excluded populations of students and could frustrate teachers as they learn to teach with digital materials. The purpose of this paper is to share the 4A Framework for evaluating online instructional materials. The framework is organized around the premise that quality online instructional materials are accessible, promote active engagement, advocate for inclusion, and are accountable for their relationships to standards and data privacy. Each feature is discussed and examples of teacher work in applying the framework are shared.

Higher Education Students’ Online Instruction Perceptions: A Quality Virtual Learning Environment

Online instruction has been one of the key delivery methods in the midst of the COVID-19 pandemic due to school closures around the globe. In accordance with the Malaysia Education Blueprint (2013–2025), maximizing the use of information/communication technology has been emphasized to scale up learning quality across Malaysia, including distance and self-paced learning. However, online learning in the country is at its infancy stage with raised issues, causing dropping-out and school leaving in higher education. To improve teaching and learning quality, this scoping review aimed to explore higher education students’ online instruction perceptions into two main components: research on online instruction perceptions followed by factors influencing online instruction perceptions. Using Arksey and O’Malley (2005)’s methodological framework, 61 articles related to students’ online instruction perceptions were identified from Google Scholar, ERIC, and Research Gate databases. In terms of theoretical articles, the results showed that cognitivism, connectivism, and constructivism were the most used theories of online instruction. On the basis of the empirical articles gathered, quantitative research design was the most utilized to collect students’ perspectives toward online instruction. As a whole, the findings revealed that motivation and satisfaction were mostly positively perceived by students, whereas, a lack of interaction was highly categorized as an unfavorable online instruction perception. Three main factors were identified: quality instruction, online interaction, and instructional and technical support. Future studies can focus on investigating teachers’ online instruction perceptions to achieve quality in higher education.

Global Skills After COVID-19

COVID-19 has profoundly reshaped our world. The disruption to lives and livelihoods has been staggering. The economic devastation has thrown many industries into survival mode. As we begin to revive jobs and economies, it will be important to understand the impact of the crisis on the skills landscape. Universities among the ones adapting to the crisis. Equal access to education and skills is one of them. COVID-19 has further exposed many inequalities with respect to education and employability .Online learning has proven effective in delivering on that promise, now more than ever. From March to July of this year, more than 15 million new learners registered on different courses. School closures have disrupted higher education for millions of students in countries already in need of more accessible learning. Eighty percent of students enrolled in tertiary education are located in countries that have both closed schools due to COVID-19 and are in the bottom half of the world rankings for proficiency in business, technology, and data science skills. To help overcome deepening skill inequities, institutions must work together to democratize access to quality online learning resources and ensure we are all prepared for the rapidly changing economy.

Method or Media: 10 Do’s and Some Don’ts for Using Media in Online Post-Secondary Education

For effective online teaching and learning there is no short-cut for good instructional design, as well as following well-established pedagogical practices. For universities in the post-pandemic era, the main challenges for delivering quality online programs are, first, to provide good access through high quality digital infrastructure, and, secondly, to assure that all lecturers are trained in modern pedagogical approaches, basic instructional design principles for online teaching, and media usage. In my own experience, following the eight QM “Quality Matters” standards, will go a long way in improving online instruction and student engagement. These standards provide a simple, proven and robust framework, even for the inexperienced to design and deliver an effective and engaging course. Universities that have consistently applied QM standards, for example, dominate the rankings for best online programs in the USA (QM 2020). Uniquely, QM offers a low-cost training program on online teaching that can be rolled out at scale for lecturers at member universities and schools, that includes all elements for developing and delivering effective online courses, including the use of media.The use of media in any course is always optional. Recent research, however, shows that the use of media, in particular asynchronous video in combination with other learning materials, can lead to substantial improvements in learning. This research found that the combination of solid instructional design and the appropriate use of asynchronous media in online or hybrid courses can be more effective than traditional face-to-face teaching, due to more focused content, and students being able to rewind thus avoiding feeling overwhelmed (Noetel et al., 2021). Finally, I offer 10 helpful pointers for developing and delivering online courses using media, for those of us who are not experienced online instructors, or instructional designers.

185Online teaching of epidemiology and biostatistics: where do we go from here?

Abstract Focus of Presentation There has been a global proliferation of fully online programs in public health. There is a dearth of information on how to best deliver epidemiology and biostatistics education to students studying online. This may be due to the relatively few changes in the teaching of introductory epidemiology and biostatistics over the past several decades. This presentation reflects on our experiences in teaching these subjects. We pose some key research questions that may drive innovation of teaching to better prepare public health graduates. Findings Asynchronous online teaching of epidemiology and biostatistics brings both benefits and challenges. Novel methods of engaging students, supporting self-regulation of learning, building communities of practice, and other strategies to encourage active and deep learning need to be identified. Evidence for both student satisfaction and performance from effective online teaching of epidemiology and biostatistics is critical but currently lacking. Conclusions/Implications Given the growth in online delivery of tertiary education, evidence is required to determine best practice around quality online teaching of epidemiology and biostatistics. Researchers should use their unique skills in causal thinking to innovate methodologies to support evidence-based and quality assured teaching of epidemiology and biostatistics. Key messages The teaching of epidemiology and biostatistics is an essential part of ensuring a skilled public health workforce. Educational research should prioritise effective teaching strategies suited to the online learning environment and future-proof programs for online delivery.

The Systematic Implementation of an Innovative Postgraduate Online Learning Model in the Middle East

This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed.

An Investigation of Instructors' Online Teaching Readiness.

It was the purpose of the study to investigate the readiness of faculty members at two private universities in the United States to teach online when a pandemic caused a shift to emergency remote or online teaching. Results show that instructors were somewhat ready to accomplish tasks related to online teaching. Participating instructors reported they felt most competent with course communication and least competent with time management. Significant differences in responses were found based on online teaching experience prior to the pandemic and years of online teaching experience. Results show that instructors who had confidence in online teaching were more prepared for the task than those who were not confident. This study has implications for online instructors, support staff who provide professional development opportunities and training for instructors, and administrators who provide resources for faculty and staff to support quality online course and program offerings at their institutions.

Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

Enabling remote learning system for virtual personalized preferences during COVID-19 pandemic.

The education system worldwide has been affected by the Corona Virus Diseases 2019 (COVID-19) pandemic, resulting in the interruption of all educational institutions. Moreover, as a precautionary measure, the lockdown has been imposed that has severely affected the learning processes, especially assessment activities, including exams and viva. In such challenging situations, E-learning platforms could play a vital role in conducting seamless academic activities. In spite of all the advantages of remote learning systems, many hurdles and obstacles, like a selection of suitable learning resources/material encounter by individual users based on their interests or requirements. Especially those who are not well familiar with the internet technology in developing countries and are in need of a platform that could help them in resolving the issues related to the online virtual environment. Therefore, in this work, we have proposed a mechanism that intelligently and correctly predicts the appropriate preferences for the selection of resources relevant to a specific user by considering the capabilities of diverse perspectives users to provide quality online education and to make work from home policy more effective and progressive during the pandemic. The proposed system helps teachers in providing quality online education, familiarizing them with advanced technology in the online environment. It also semantically predicts the preferences for virtual assistance of those users who are in need of learning the new tools and technologies in short time as per their institutional requirements in order to meet the quality standards of online education. The experimental and statistical results have demonstrated that the proposed virtual personalized preferences system has improved overall academic activities as compared to the current method. The proposed system enhanced user's learning abilities and facilitated them in selecting short courses while using different online education tools adopted/suggested by the institutions to conduct online classes/seminars/webinars etc., as compared to the conventional classes/activities.

Easy, Quality of Service, and Timeliness of Delivery to Customer Satisfaction

The Internet makes it easy for users to trade with people. This is what causes many companies to compete to create quality online services or e-commerce services that consumers can trust to simplify and add value to the products they offer so that they can be cheaper and more efficient. The purpose of this study was to determine the effect of easy, service quality, and timeliness of delivery on customer satisfaction in online shopping store users of the Surakarta UNIBA student application. This research is quantitative descriptive. The population in this study were the users of the online shopping store, Surakarta, UNIBA students, totaling 911 students. The sample uses 10% of the total population and the results are 91.1 students and then rounded up to 100 students. Easy, Quality of Service and Timeliness of Delivery have a simultaneous and significant effect on Customer Satisfaction in the online shopping application Tokopedia. Based on the t-test, Easy has a positive and significant effect on Customer Satisfaction in the Tokopedia online shopping application. Service Quality has a positive and significant effect on Customer Satisfaction in the online shopping application Tokopedia. Timeliness of Delivery has a positive and significant effect on Customer Satisfaction in the online shopping application Tokopedia.

248. Characterizing negative reviews of orthopedic spine surgery practices and surgeons on Yelp.com

<h3>BACKGROUND CONTEXT</h3> Recent evidence suggests that patients prefer subjective and crowd-sourced information over data-driven or quality-based outcomes when choosing a surgeon. Online physician rating and review websites continue to increase in popularity, and over half of patients use them to research physicians. Yelp.com is the most frequently utilized online resource by patients. Data regarding the characteristics of negative reviews for spine surgeons is lacking. <h3>PURPOSE</h3> To describe and characterize negative reviews of orthopedic spine surgeons and practices on Yelp.com. <h3>STUDY DESIGN/SETTING</h3> Descriptive study. <h3>OUTCOME MEASURES</h3> Overall rate of one-star reviews nonsurgical versus surgical episode of care associated with the review nonclinical versus clinical factors noted in the review, classification of review factors (wait time, bedside manner, complication, pain, etc.). <h3>METHODS</h3> Reviews for orthopedic spine surgeons and practices in 8 major US metropolitan regions were surveyed. One-star reviews were analyzed and classified according to the clinical or nonclinical nature of the complaint. Reviews were also subclassified into nonsurgical or surgical episodes of care. <h3>RESULTS</h3> A total of 6,286 Yelp reviews were discovered, 671 (10.6%) of which were rated one-star. The majority of negative reviews (76.4%) were from patients who did not report surgery by the surgeon or practice. Of all one-star comments, 491 (77.6%) were related to nonclinical complaints. The most common factors noted in negative reviews were related to bedside manner, rude or unprofessional staff, and wait time. Surgical complications (16%) and need for reoperation (3%) were noted in a minority of reviews. <h3>CONCLUSIONS</h3> In our series, the large majority of negative reviews were related to nonclinical issues such as poor bedside manner or rude staff and most of these were written by patients that did not undergo a surgical procedure. This may explain the large discrepancy that has been observed between quality metrics and online crowd-sourced reviews. Paying attention to these nonclinical factors may represent the most feasible and valuable targets to improve a surgeon's practice and attract future patients. <h3>FDA DEVICE/DRUG STATUS</h3> This abstract does not discuss or include any applicable devices or drugs.

Research about a fast identification method for intermittent single Sub-synchronous Resonance phenomenon in large scale doubly-fed wind farm

In this paper, a synchronous resonance (SSR) phenomenon caused by a large scale doubly-fed wind farm group after putting in series compensation device is analysed. By analysing the changing trends of the indicators during period of SSR phenomenon, 11 power quality indicators are chosen for calculated, then divided all the 11 indicators into 3 source data and 8 preliminary stage operational data by the observability of value. After divided the two kinds of data, a Pearson correlation coefficient between this two kind data was calculated to judge the relationship of them, and the characteristic indexes with stronger correlation during the resonance period were analysed. The maximum value of the above 8 characteristic indexes in the normal power generation process is used as the basic data for comparison, so as to realize the rapid and accurate judgement of the SSR moment. In the process of SSR judgement, the method has the characteristics of faster speed and simple determination, and it does not need to reform the existing power quality online monitoring device, and can realize real-time analysis and judgement of SSR phenomenon only by increasing extraction of the existing data function from the monitoring system. Finally, by testing data of two actual SSR events, the characteristic index determination method proposed in this paper is analysed and verified, and the feasibility of this method is proved.