Remote Learning Experience Research Articles

Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.

Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context

The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers, particularly in Japanese universities where digital technologies are not always fully utilized. To address these challenges and identify potential solutions, a case study was conducted in which an online flipped course on academic skills was developed and implemented in an immersive virtual environment. The primary objective during this initial phase was not to establish a causal relationship between the use of immersive flipped learning and students' engagement and perceived learning outcomes. Instead, this initiative aimed to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and their perceived learning outcomes. Following a mixed-methods research approach, quantitative and qualitative data were collected through a survey (N=50) and students' reflective reports (N=80). The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement, particularly in supporting student interactions in the target language. Despite the exploratory nature of this study, the findings suggest that a well-designed flipped learning approach, set in an engaging immersive environment, can significantly enhance student engagement, thereby supporting the learning process. When creating an immersive flipped learning course, educators should incorporate best practices from the literature on both flipped learning and immersive learning design to ensure optimal learning outcomes. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences. Further research is needed to explore the scalability and sustainability of the immersive flipped learning approach and its impact on different student populations and in other delivery formats. Received Date: May 4, 2024Revised Date: August 17, 2024Accepted Date: September 7, 2024

Navigating Emergency Online Learning: A Comparative Study of University Students in Bangladesh and Indonesia During the COVID-19 Pandemic

The present study compares the university student’s experiences of learning in virtual mode during unprecedented impacts of the COVID-19 in Bangladesh and Indonesia with a focus on the enjoyment, performance, satisfaction, and cost of online learning.This was quantitative cross-sectional research conducted by using an online survey with the participation of 438 and 529 university students in Bangladesh and Indonesia. The findings reveal that university students in Bangladesh have little more comfortable with online learning compared to those in Indonesia. The students in both countries have no problem with adaptation to avant-garde online learning platforms. University students in Bangladesh appear little more satisfied with online teaching while those in Indonesia tend to be less satisfied. University students either in Bangladesh or in Indonesia consider online learning as an expensive learning mode. The present study depicts an early online remote learning experience of university students during the COVID-19 pandemic. Due to the nature of the descriptive comparative study focusing on Bangladesh and Indonesia, the results of this study may not be generalised. Specific factors underlying their experiences are in need of further investigation. In future endeavours, lectures are urged to actively harness proper technologies, mix between conventional and virtual learning or blend synchronous and asynchronous learning to provide more enjoyable and interesting online learning thus the students can be more satisfied.

Automated Teaching Weighted Recurrent Neural Network (Atwrnn) Model: Analysis of Badminton Teaching Mode Based on Online Teaching Platform

An online teaching platform serves as a virtual environment where educators and learners interact, collaborate, and engage in various educational activities. Through a combination of multimedia resources, interactive tools, and communication features, online teaching platforms facilitate effective remote learning experiences. Educators can create and deliver engaging instructional content, including video lectures, presentations, quizzes, and assignments, tailored to the needs and preferences of learners. These platforms often incorporate features such as discussion forums, live chat, and virtual classrooms, enabling real-time communication and collaboration among students and instructors. This paper presents an analysis of the badminton teaching mode facilitated by an online teaching platform, augmented with an Automated Teaching Weighted Recurrent Neural Network (ATwRNN). Through this innovative approach, the traditional method of badminton instruction is enhanced by leveraging advanced machine learning techniques to personalize and optimize the teaching process. The online teaching platform provides a virtual environment where instructors can deliver interactive lessons, instructional videos, and practice exercises tailored to individual learner needs. ATwRNN, a specialized neural network model, dynamically adjusts the teaching weightings based on student performance data, providing personalized feedback and adaptive instruction in real time. Simulation results stated that learners who received instruction through the ATwRNN-enhanced platform demonstrated a 25% increase in shot accuracy compared to those in traditional teaching modes. Additionally, the adaptive nature of ATwRNN led to a 30% reduction in the time required for skill acquisition, as learners received personalized feedback tailored to their individual learning pace and preferences. Moreover, user feedback surveys revealed high levels of satisfaction and engagement among participants, with 90% reporting that the ATwRNN-enhanced teaching mode improved their overall learning experience.

Whiteboard Application Using Machine Learning Model

Abstract: The Whiteboard Application Using OpenCV is a digital platform designed to replicate the functionality of traditional physical whiteboards while harnessing the capabilities of computer vision technology. This application allows users to draw, write, and collaborate in a digital space, enhancing remote communication, creative expression and interactive learning experiences. The application supports real-time collaboration, allowing multiple users to engage in synchronous drawing and annotation on a shared canvas. The integration of collaborative features promotes remote teamwork, virtual brainstorming, and interactive educational sessions. The application includes an undo/redo functionality that maintains a history of actions, enabling users to correct mistakes or explore different design iterations without limitations. The user interface (UI) is designed for ease of use and efficient navigation. The intuitive interface ensures that users, regardless of their technical proficiency, can seamlessly access and employ the application's features.

E-Learning and Remote Education Technologies: Lessons from the Pandemic

This study explores the profound impact of e-learning and remote education technologies in the context of the COVID-19 pandemic. Through a comprehensive analysis of existing research, the article examines the advantages, challenges, and lessons learned from the sudden transition to online education. It delves into the role of digital tools, innovative strategies, and equitable access considerations in facilitating effective remote learning experiences. By discussing the implications for students, educators, and institutions, the article provides insights into the future of e-learning beyond the pandemic, emphasizing the importance of informed evolution in education

The Impact of COVID-19 on the Transition to Emergency Remote Teaching

Purpose: The main objective of this study was to investigate the impact of COVID-19 on the transition to emergency remote teaching.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of COVID-19 on the transition to emergency remote teaching. Preliminary Empirical review revealed that the pandemic underscored the resilience of educators and students in adapting to remote teaching. It emphasized the crucial role of digital technology in education while highlighting disparities in access and the importance of professional development for educators. The study also recognized the significance of addressing the social and emotional well-being of both educators and students during times of crisis. Overall, it offers important lessons for policymakers and educators to ensure the adaptability and effectiveness of educational systems in the face of unforeseen challenges.
 Unique Contribution to Theory, Practice and Policy: The Diffusion of Innovations Theory, Social Learning Theory and the Technological Acceptance Model (TAM) may be used to anchor future studies on the transition to emergency remote teaching. The study recommends enhancing remote teaching practices by providing comprehensive teacher training in digital pedagogy, ensuring equitable access to technology for educators and students, and fostering a sense of community and collaboration in virtual classrooms. This includes ongoing professional development, addressing the digital divide, creating clear technology guidelines, and promoting interactive online teaching strategies. Additionally, the study underscores the importance of student feedback and the provision of support services to enhance the overall remote learning experience during emergencies.

Впровадження системи дистанційного навчання та коучингу як чинник мотивації працівників на підприємстві

Implementing distance learning and coaching systems at the enterprise has become a significant area of interest and exploration in recent years. This article aims to provide an in-depth analysis of the implementation of distance learning and coaching systems within the enterprise, specifically focusing on their impact on employees’ motivation. The study focuses on understanding the challenges and opportunities associated with integrating distance education and mentoring systems in the enterprise context for its employees’ motivation. Through an extensive review of existing literature, this research examines the key factors that influence the successful implementation of these systems. Organizational culture, leadership support, technological infrastructure, employee readiness, and resource availability are critical factors in effectively integrating distance learning and coaching initiatives. The article also explores the role of technology in supporting remote learning experiences and discusses strategies to enhance employee engagement and motivation in virtual environments. The study investigates the impact of distance education and coaching systems on employee knowledge acquisition, skills development, and performance improvement as components of employee motivation at the enterprise. It examines these systems’ effectiveness in learning outcomes, employee satisfaction, and organizational performance. Furthermore, the research highlights the importance of evaluation methods and standardized metrics to assess the impact accurately. In addressing the gaps and challenges identified, the article formulates practical recommendations and guidelines for organizations seeking to implement and optimize distance learning and coaching systems. These recommendations include strategies for integrating these systems into existing learning and development frameworks, leveraging technology to enhance engagement and personalization, and ensuring the quality and credibility of online learning content. Overall, this research provides valuable insights into the integration of distance learning at the enterprise. Keywords: distance learning, skills improvement, employees’ motivation, employees’ qualification, coaching, mentor support, enterprise.

E-Learning and Remote Education Technologies: Lessons from the Pandemic

This study explores the profound impact of e-learning and remote education technologies in the context of the COVID-19 pandemic. Through a comprehensive analysis of existing research, the article examines the advantages, challenges, and lessons learned from the sudden transition to online education. It delves into the role of digital tools, innovative strategies, and equitable access considerations in facilitating effective remote learning experiences. By discussing the implications for students, educators, and institutions, the article provides insights into the future of e-learning beyond the pandemic, emphasizing the importance of informed evolution in education

E-Learning and Remote Education Technologies: Lessons from The Pandemic

ABSTRACT:
 This study explores the profound impact of e-learning and remote education technologies in the context of the COVID-19 pandemic. Through a comprehensive analysis of existing research, the article examines the advantages, challenges, and lessons learned from the sudden transition to online education. It delves into the role of digital tools, innovative strategies, and equitable access considerations in facilitating effective remote learning experiences. By discussing the implications for students, educators, and institutions, the article provides insights into the future of e-learning beyond the pandemic, emphasizing the importance of informed evolution in education.

Remote learning during COVID-19 and transformative learning theory: tendency towards Quadruple Helix model for future post-secondary education in Indigenous contexts

AbstractThis paper aims to examine UCN (University College of the North) students’ remote learning experience during the COVID-19 pandemic to provide a reference for future remote education in Indigenous contexts. Survey data are used for empirical analysis of the five themes: socio-demographic contexts; social activities, stress, and well-being; academic performance; course delivery; and student support services. Transformative learning theory and Quadruple Helix Model are used as a framework to explore the breadth and depth of such five themes. As the descriptive study shows, the majority of UCN students are over 25 years old and study in their first and second year with major challenges such as Internet connectivity, private space, and interruption. Mean values reveal that the remote learning performance is determined by concerns about COVID-19 infection, mental and physical health, isolation and lack of socio-cultural activities, students’ self-preparedness and motivation, and support services. The regression analysis shows that students’ concerns about COVID-19 infection interference with course completion are directly affected by their worries about themselves or someone in their families who could be exposed to COVID-19, their mental health, and blended course delivery. Therefore, students’ remote learning performance and their well-being will be enhanced if we take into consideration improving social distancing, educational technology, and course delivery with community–university culturally responsive collaboration. The research findings and the reviewed literature attest that transformative learning theory fits UCN’s remote learning practices to meet educational goals through the university–community collaboration, which is supported by the Quadruple Helix model. As a result, such remote learning practices engage students, particularly Indigenous students, and the practices will help upgrade universities with similar attributes globally into Mode 3 universities, contributing to community economic development.

25 The Hybrid Learning Environment During Covid-19: A Case Study on IEP Implementation for a Student with Autism Spectrum Disorder

Objective:An effective support system for families with children with an Autism Spectrum Disorder (ASD) consists of multiple methods of educational and therapeutic delivery. Such methods are adapted to meet a family’s needs and needs of the time, like the COVID-19 pandemic. Individualized Educational Plan (IEP) are established by schools to support success in academics for children with ASD. IEPs can vary depending on the district and accessibility, thus, the effective implementation and communication between this support system is important for its success. The current case study examines academic and therapeutic outcomes of an IEP implementation during hybrid learning of a child with ASD and their family.Participants and Methods:Purposeful sampling identified a participant from a previous IRB approved study through the UNLV Educational Psychology program that interviewed parents on their remote learning experience. A qualitative case study was applied to further investigate student outcomes. Parent interview and the child’s progress report were coded and analyzed systematically. The identified family included correspondence from the mother (Lisa, 37) and her son (Noah, 9). Noah attended third grade at a Charter School and was diagnosed with ASD in 2019. His IEP included 80% in General Education (online) with Special Education assistance (in person; reading, writing, and mathematics) and Occupational (OT), Speech/Language (SLP), and Physical Therapy (PT) (hybrid).Results:Noah began hybrid learning in October 2020, with in-person learning two days a week and remote learning everyday for two to three hours each day. Progress report and interview were collected in April 2021 at the halfway point of his IEP implementation which described Noah’s current special education and therapy services goals/outcomes in March 2021. This included 11 goals that were observed and assessed in OT (2), PT(2), Reading (2), Writing (1), Math (2), and SLP (2). Noah progressed in 9 of 11 goals, with 1 being met and 8 classified as satisfactory by displaying some improvement in respective skills mid year. The remaining OT (2) goals showed no definitive conclusion. Lisa mentioned that lack of direct observation of particular skills and too many online classes to attend led to inconclusive outcomes. Lisa and Noah came across difficulties while engaging in OT online sessions encountering emotional stress when adjusting to the mode of delivery. Lisa expressed positive emotions when referring to the support system and described it as collaborative with adequate attention to multiple aspects of his development. She voiced understanding of her’s and other professionals’ role and the extent of their abilities in the context of the pandemic.Conclusions:Of the 11 IEP goals, there was adequate progress for the child amid hybrid learning. The parent preferred that OT be delivered in person as certain procedures require direct contact and affected outcomes. Hybrid learning has allowed for parents to directly access their children’s endeavors and heighten communication with professionals. This suggests that maintenance of IEP standards can be satisfactory in a hybrid learning model with adequate monitoring from parents and treatment teams for children with ASD.

Employing Large Language Models for Surgical Education: An In-depth Analysis of ChatGPT-4

Background: The growing interest in artificial intelligence (AI) has spurred an increase in the availability of Large Language Models (LLMs) in surgical education. These LLMs hold the potential to augment medical curricula for future healthcare professionals, facilitating engagement in remote learning experiences, and assisting in personalised student feedback. Objectives: To evaluate the ability of LLMs to assist junior doctors in providing advice for common ward-based surgical scenarios with increasing complexity. Methods: Utilising an instrumental case study approach, this study explored the potential of LLMs by comparing the responses of the ChatGPT-4, BingAI and BARD. LLMs were prompted by 3 common ward-based surgical scenarios and tasked with assisting junior doctors in clinical decision-making. The outputs were assessed by a panel of two senior surgeons with extensive experience in AI and education, qualitatively utilising a Likert scale on their accuracy, safety, and effectiveness to determine their viability as a synergistic tool in surgical education. A quantitative assessment of their reliability and readability was conducted using the DISCERN score and a set of reading scores, including the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, and Coleman-Liau index. Results: BARD proved superior in readability, with Flesch Reading Ease Score 50.13 (± 5.00), Flesch-Kincaid Grade Level 9.33 (± 0.76), and Coleman-Liau index 11.67 (± 0.58). ChatGPT-4 outperformed BARD and BingAI, with the highest DISCERN score of 71.7 (± 2.52). Using a Likert scale-based framework, the surgical expert panel further affirmed that the advice provided by the ChatGPT-4 was suitable and safe for first-year interns and residents. A t-test showed statistical significance in reliability among all three AIs (P < 0.05) and readability only between the ChatGPT-4 and BARD. This study underscores the potential for LLM integration in surgical education, particularly ChatGPT, in the provision of reliable and accurate information. Conclusions: This study highlighted the potential of LLM, specifically ChatGPT-4, as a valuable educational resource for junior doctors. The findings are limited by the potential of non-generalizability of the use of junior doctors' simulated scenarios. Future work should aim to optimise learning experiences and better support surgical trainees. Particular attention should be paid to addressing the longitudinal impact of LLMs, refining AI models, validating AI content, and exploring technological amalgamations for improved outcomes.

Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic

Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study.

The novel Coronavirus Disease 2019 (COVID-19) pandemic has presented unparalleled and unique stressors and challenges to the field of applied health sciences education. This study explored how the College of Applied Medical Sciences (COAMS) Saudi students perceive the transition to remote/ hybrid learning during the COVID-19 pandemic. A cross-sectional exploratory investigation was carried out during the months of February and March in the year 2023 among 196- COAMS Saudi students, using the 48-item previously developed and validated questionnaire, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants' demographics, and for each questionnaire item and statistical analysis was performed using chi-square test. Out of the 283 undergraduates who have enrolled in COAMS, a total of 196 students have agreed to participate in the study with an overall response rate of 69.3%. Over 70% of COAMS students were satisfied and engaged in their on-site coursework. Nevertheless, questionnaire data indicates that their satisfaction and level of engagement diminished following the shift to remote learning. More than 62% of COAMS students were satisfied with their instructors' instructional and assessment strategies during on-site coursework, but such perceptions have decreased with remote instruction. Hybrid learning can be beneficial and effective in improving the performance and learning experience of COAMS students. As compared to female students, COAMS male students were more satisfied with remote learning because it met their needs (p = 0.017). Remote classrooms have lower attendance and interest than on-site classes. Despite lower satisfaction levels in online courses, hybrid learning was viewed favourably by COAMS students. Higher educational institutions should develop plans to increase student involvement, improve academic integrity, and assess the effect of the pandemic on undergraduate education on a regular basis. By incorporating these measures, educational institutions can enhance and support the remote learning experience for their students.

South African Tourism students’ learning preferences during COVID-19 at universities of technology

Between 2020 and 2021, the COVID-19 pandemic forced governments, around the globe, to implement innovative initiatives to avoid a complete collapse of significant sectors. Emergency remote teaching (ERT) operational frameworks were developed through the Council for Higher Education (CHE) to guide higher education (HE) institutions’ operational procedures. Considering that students at Universities of Technology (UoTs) are used to face-to-face teaching, ERT may have been aversely experienced. Thus, for this study, the review of Tourism Management students’ learning preferences during ERT across three South African UoTs were ascertained. Through means of a sequential-explanatory research design, students were asked to complete a survey and, afterwards, those students who showed interest were interviewed in focus groups. Tourism Management UoT students did not see ERT in a positive light as access to HE was a major challenge for them during lockdown periods, indicating a lack of sufficient resources to properly participate in learning activities, and crucially, a lack of access to support mechanisms during ERT.Contribution: This study offers student perspectives of remote learning experiences. This data could assist in offering a balance between ERT initiatives and learner-guided frameworks for HE. This knowledge could be critical in limiting the gap in access and success for hybrid or blended tourism programmes post-COVID-19.

A Psycholinguistic Analysis of the Students’ Perceptions Used Google Classroom as Online Learning Media During Pandemic

Since COVID-19 case is increasing rapidly, many students and teachers must do the teaching and learning process online. Google Classroom has been the most used online learning media chosen by teachers and students during the pandemic. This study aimed to explore how psycholinguistic factors and students' perceptions of the Google Classroom application impacted their remote learning experiences amidst the COVID-19 pandemic. This research applied mixed-method in order to answer the research questions. For collecting the data, the researcher utilized the close-ended questionnaire carrying 6 indicators about the student's perceptions of Google Classroom, which were then analyzed quantitatively and used the interview analyzed qualitatively. The questionnaires were given to 33 students as participants. Google Classroom did help the students receive the course materials well and make students become more productive, disciplined, responsible and independent throughout the learning process during the pandemic. The highest percentages of ease of learning Google Classroom (84.85%), and ease of accessing Google Classroom (83.35%), whilst perceived usefulness of Google Classroom (76.08%) and students’ satisfaction with Google Classroom (74.28%) were in the good category.

Online remote ESL education challenges, opportunities and readiness among high school students during school closure

The COVID-19 outbreak caused mass school closure, pushing teachers and students into online remote education and forcing them to adapt to unfamiliar pedagogical norms. Drawing on Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model, this study explored the challenges and opportunities of online remote ESL learning as experienced by four selected high school students from urban and rural Sarawak, Malaysia. It also explored the extent of their readiness for online remote ESL education one year into school closure. This study employed a multiple case study approach which included observations, document analysis and in-depth interviews of participants from multiple demographic categories. Findings discovered challenges that affected the students’ online remote ESL learning experience included the teacher’s physical absence, lack of engagement during lessons and unfavourable learning conditions. Online remote ESL learning also presented students with educational opportunities, particularly independent learning, online social learning and skills development. Findings suggested that urban students were ready, capable and equipped for online remote ESL learning whereas rural students were not as urban students had better digital resources, higher digital competency, sturdier support system, robust modes of instruction for online remote English lessons and higher language proficiency. This study concluded that individual characteristics of students, digital resources, language proficiency and appropriate learning environments play essential roles in supporting online remote ESL learning. Therefore, this study holds a significant theoretical implication for ESL education and the construct of Koole’s FRAME as it validates that when aspects related to the learner, device and social interactions in online remote learning are fulfilled, it can result in an ideal online remote learning experience.

Student Video Curation

In the academic year 2020-21 Middlesex University maths students accessed all learning sessions remotely. Each of these interactive sessions was live-streamed, recorded and uploaded to our Virtual Learning Environment, providing hundreds of hours of recorded, unedited maths lecture for students to review.This case study reports on a project (partially funded by an IMA Education Grant) in which we invited undergraduates to reflect on their remote learning experiences and curate these video lectures. Students were asked to identify the most engaging, useful and interesting segments, and categorise and explain their choices in free-text comments to help us develop our approach to remote lectures and video resources.A total of 33 video clips were identified by students across levels 4 to 6 on our specialist BSc Mathematics and BSc Mathematics with Computing programmes. In this paper we will discuss our findings, illustrate with examples clips, identify themes in the student choices, and conclude with tips to produce engaging video content.We will also discuss applications of video curation as a social pedagogic tool for the current Generation Z students. We will argue that sharing how students interact with digital learning resources can help address the significant digital divide in education.

The Design And Development Of an Individualised Training Program For Metastatic Breast Cancer (MBC) Nursing Incorporating Remote And Onsite Learning Experiences During A Pandemic

The Design And Development Of an Individualised Training Program For Metastatic Breast Cancer (MBC) Nursing Incorporating Remote And Onsite Learning Experiences During A Pandemic