Remote Online Research Articles

Zooming in on self-regulated learning in undergraduate remote learning during extreme conditions

Extreme conditions may require students to fine tune their remote online learning requiring knowledge about learning strategies. This form of knowledge may be captured by the term metaprocesses, which is defined as the knowledge and proficiency of cognitive (metacognition), emotional (metaemotion), and behavioral (metabehavior) learning strategies – and are hypothesized to shape learning outcomes. Undergraduate students were queried online during a COVID-19 lockdown (January 2021, N = 343, 62 % female) and again a few months later during a period of missile attacks (May 2021, N = 214, 41 % female). Path models suggest that perceived stress moderated the associations between metaprocesses and achievement outcomes (self-regulated learning, emotions, and engagement) somewhat differently for male and female undergraduate students. Robust findings provided evidence that metaemotion was positively associated with reappraisal emotion regulation of learning and metacognition was positively associated with engagement. For students low on perceived stress, metaprocesses were associated with outcomes, providing evidence that high levels of stress intrudes on coursework. Cumulative effects were found for perceived stress during the lockdown positively associated with negative deactivated emotions during the missile attacks, and negatively associated with cognitive and behavioral strategies for females. Challenges of learning during crisis may be eased when students have knowledge and proficiency about their learning strategies, suggesting potential benefits for resilience-building skills as part of academic learning.

E-Learning Model based on Teaching and Learning Process

This model explores an e-learning module centered on enhancing the teaching and learning process. The module integrates interactive multimedia elements, adaptive assessments, and collaborative platforms to create an engaging virtual learning environment. The electronic delivery of education through various internet-based multimedia platforms and technologies is referred to as e-learning. The term "e-learning" describes the electronic delivery of education using a range of internet-based and multimedia platforms and tools. Selecting what to learn, how to learn it, when to learn it, and where to study it are all options available to the student while using e-learning modules. Online materials used for education, usually for remote learning or online learning, are called e-learning modules. They can also be used as stand-alone resources or as part of a higher program or course. Trying alternative assignments, such as, through blogs. Activating learning in groups as well as self-learning or self-reading.

Adherence to a reproductive health intervention for young adults with sickle cell.

The CHOICES intervention is tailored specifically for young adults with sickle cell disease (SCD) or sickle cell trait (SCT). The face-to-face (F2F) delivery format is feasible with efficacy for improving knowledge about reproductive health for those with SCD or SCT. The purpose of the study was to compare the participant adherence to a remote online CHOICES intervention study (N = 107) and a F2F CHOICES intervention study (N = 234). In both studies, participants with SCD or SCT were randomized into experimental or usual care control groups. Descriptive statistics were collected for all participants by group in both studies. Adherence was measured by retention at each data collection time point. Independent t-tests were conducted to compare mean participant adherence of the F2F and online studies postbaseline (6, 12, 18, and 24 months). There was a significant difference in mean adherence postbaseline between the studies (p = .005). The results suggest that more research is necessary for proper online participant retention. Advance practice nurses that are well informed on CHOICES can transmit the availability of this evidence-based intervention to this special population. Special referral for the CHOICES intervention, which is tailored specifically for young adults with SCD or SCT, may increase adherence to the intervention if it comes from trusted health care providers. Nurse practitioners are educators in primary and acute care settings. Encounters with reproductive age populations with SCD or SCT can occur in both settings.

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

IntroductionDisruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning.MethodsThis study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings.ResultsA case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes.DiscussionThe initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.

IDENTIFYING PANDEMIC ERA CONSUMER TRENDS: SENTIMENT ANALYSIS OF SOCIAL MEDIA POSTS

The COVID-19 pandemic has significantly impacted consumer purchasing habits and lifestyles. This study analyzes 1,500 posts from Instagram, YouTube, and Facebook and found a transition towards online shopping and digital service engagement, focusing on convenience and safety. Positive sentiments were prevalent, indicating consumer acceptance and adaptation to new norms. Health and safety concerns were heightened, focusing on sanitizers, masks, and health supplements. Financial strategies were reevaluated, leading to increased budget-consciousness and a preference for essential goods over luxury items. Travel and leisure restrictions led to a preference for local and at-home alternatives, such as staycations and local tourism. Remote work and online education also emerged, suggesting a longer-term transformation in work and learning environments. Consumer commitment to sustainability and ethical consumption increased, with support for local businesses and eco-friendly products. This study offers insights into the evolving consumer psyche and foresight into lasting consumer behavior changes.

Academic Integrity Training Module for Academic Stakeholders: IEPAR Framework

The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders.

Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers

The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors.

Implications of the Covid-19 pandemic for school education

The anticipation of the working day has become a moment full of surprises during the social distancing caused by the pandemic. Everyone was surprised by the new virus. It was necessary to adapt to the unexpected, reinventing teaching through remote online classes, WhatsApp groups, delivery of printed activities, Facebook, etc., following the course of education through technologies and media. This article is written in this context, with the aim of reflecting on the implications of the social distancing of the COVID-19 pandemic on school education. The research took a qualitative, bibliographical approach. We believe that the pandemic has served, and continues to serve, to demonstrate how much of a warrior our Education Professionals (with a capital P) are, often sacrificing their time off to pay attention to the parents and family members of the school community who have been desperately seeking them out of office hours in recent months.

A Randomized Trial of Two Remote Health Care Delivery Models on the Uptake of Genetic Testing and Impact on Patient-Reported Psychological Outcomes in Families With Pancreatic Cancer: The Genetic Education, Risk Assessment, and Testing (GENERATE) Study

Background and AimsGenetic testing uptake for cancer susceptibility in family members of cancer patients is suboptimal. Among relatives of pancreatic ductal adenocarcinoma (PDAC) patients, The GENetic Education, Risk Assessment, and TEsting (GENERATE) study evaluated two online genetic education/testing delivery models and their impact on patient-reported psychological outcomes (PRPOs). MethodsEligible participants had ≥1 first-degree relative with PDAC, or ≥1 first-/second-degree relative with PDAC with a known pathogenic germline variant in one of thirteen PDAC predisposition genes. Participants were randomized by family, between 5/8/2019-6/1/2021. Arm 1 participants underwent a remote interactive telemedicine session and online genetic education. Arm 2 participants were offered online genetic education only. All participants were offered germline testing. The primary outcome was genetic testing uptake, compared by permutation tests and mixed-effects logistic regression models. We hypothesized that Arm 1 participants would have a higher genetic testing uptake than Arm 2. Validated surveys were administered to assess patient-reported anxiety, depression, and cancer worry at baseline and 3-months post-intervention. Results424 families were randomized, including 601 participants (n=296 Arm 1; n=305 Arm 2), 90% of whom completed genetic testing (Arm 1 (87%); Arm 2 (93%), p=0.014). Arm 1 participants were significantly less likely to complete genetic testing compared to Arm 2 (adjusted ratio (Arm1/Arm2) 0.90, 95% confidence interval 0.78-0.98). Among participants who completed PRPO questionnaires (Arm 1 (n=194); Arm 2 (n=206)), the intervention did not impact mean anxiety, depression or cancer worry scores. ConclusionsRemote genetic education and testing can be a successful and complementary option for delivering genetics care.

Remote digital cognitive assessment reveals cognitive deficits related to hippocampal atrophy in autoimmune limbic encephalitis: a cross-sectional validation study

Autoimmune limbic encephalitis (ALE) is a neurological disease characterised by inflammation of the limbic regions of the brain, mediated by pathogenic autoantibodies. Because cognitive deficits persist following acute treatment of ALE, the accurate assessment of long-term cognitive outcomes is important for clinical assessments and trials. However, evaluating cognition is costly and an unmet need exists for validated digital methods. In this cross-sectional validation study, we investigated whether a remote digital platform could identify previously characterised cognitive impairments in patients with chronic ALE and whether digital metrics would correlate with standard neuropsychological assessment and hippocampal volume. Patients with ALE who had a chronic and stable presentation and received a clinical diagnosis of ALE were recruited for this study. The cognitive performance of 21 patients with ALE and 54 age-matched healthy controls - enrolled via the University of Oxford (UK) Cognitive Neurology Lab testing programme - was assessed with a battery of 12 cognitive tasks from the Cognitron online platform. The platform was optimised with National Institute for Health and Care Research (NIHR) support to be deliverable remotely to elderly and patient groups. The primary outcome measure was behavioural performance and corresponding neuroimaging and neuropsychological assessment metrics. Between February 15, 2021, and April 21, 2022, 21 patients with ALE (mean age 63.01 years, 14 males) and 54 healthy controls (mean age 65.56 years, 23 males) completed the digital cognitive assessment. Patients with ALE performed significantly worse in memory, visuospatial abilities, executive function, and language. No impairments in digit & spatial span, target detection (attention) and emotion discrimination were observed. The global score on the online cognitive tasks correlated significantly with the established Addenbrooke's Cognitive Examination III (ACE) pen-and-paper test. Deficits in visuospatial processing and language were identified in ALE compared to controls using remote digital testing but not using the ACE, highlighting higher sensitivity of computerised testing to residual cognitive impairment. Finally, the hippocampal volumes of patients with ALE and healthy controls correlated with online cognitive scores. These findings demonstrate that subtle cognitive deficits in patients with chronic ALE, who often show full recovery in measures of disability and dependence on daily activities, are detectable using a remote online platform, which also relates to hippocampal atrophy. Such methods may facilitate the characterisation of cognitive profiles in complex neurological diseases. Future longitudinal studies designed to assess the utility of such digital methods for further clinical characterisation are needed. The Wellcome Trust, Medical Research Council, National Institute for Health Research, Rhodes Scholarship, and the Berrow Foundation Scholarship.

Cloud technology and capsule endoscopy: A single-center users' experience of remote online video analysis and reporting.

Background and study aims Telemedicine has progressed significantly in recent years, with newer, more integrated information technology systems improving healthcare delivery. The development of the world's first cloud-based capsule platform could allow safe and timely virtual analysis of videos from a network of linked hospital centers. We aimed to assess the efficacy of Medtronic's PillCam Remote Reader System. Methods PillCam remote reader technical data were collected from the capsule endoscopy (CE) database over 8 months. User-reported performance was collect using an online survey. Outcomes included overall procedure success, video-upload/report-download rates and speeds, encryption/decryption rates, and user/reader satisfaction. Results Data from 377 studies encompassing seven different readers was collected (318 small bowel capsules, 59 colon capsules). Overall procedure success was 100% (all videos reported). Two upload delays occurred (< 24 hours). There were no encryption/decryption errors. Seven of seven respondents felt it easy to access and use vs one of seve for the old system. Six of seven respondents felt department efficiency increased. Benefits included off-site reading and multisite-conferences. Issues included offsite difficulty accessing other hospital systems. Conclusions PillCam remote reader is a reliable, secure, and effective capsule analysis platform and should be incorporated into any CE service development plan.

Updating the study protocol: Insight 46 – a longitudinal neuroscience sub-study of the MRC National Survey of Health and Development – phases 2 and 3

BackgroundAlthough age is the biggest known risk factor for dementia, there remains uncertainty about other factors over the life course that contribute to a person’s risk for cognitive decline later in life. Furthermore, the pathological processes leading to dementia are not fully understood. The main goals of Insight 46—a multi-phase longitudinal observational study—are to collect detailed cognitive, neurological, physical, cardiovascular, and sensory data; to combine those data with genetic and life-course information collected from the MRC National Survey of Health and Development (NSHD; 1946 British birth cohort); and thereby contribute to a better understanding of healthy ageing and dementia.Methods/DesignPhase 1 of Insight 46 (2015–2018) involved the recruitment of 502 members of the NSHD (median age = 70.7 years; 49% female) and has been described in detail by Lane and Parker et al. 2017. The present paper describes phase 2 (2018–2021) and phase 3 (2021–ongoing). Of the 502 phase 1 study members who were invited to a phase 2 research visit, 413 were willing to return for a clinic visit in London and 29 participated in a remote research assessment due to COVID-19 restrictions. Phase 3 aims to recruit 250 study members who previously participated in both phases 1 and 2 of Insight 46 (providing a third data time point) and 500 additional members of the NSHD who have not previously participated in Insight 46.DiscussionThe NSHD is the oldest and longest continuously running British birth cohort. Members of the NSHD are now at a critical point in their lives for us to investigate successful ageing and key age-related brain morbidities. Data collected from Insight 46 have the potential to greatly contribute to and impact the field of healthy ageing and dementia by combining unique life course data with longitudinal multiparametric clinical, imaging, and biomarker measurements. Further protocol enhancements are planned, including in-home sleep measurements and the engagement of participants through remote online cognitive testing. Data collected are and will continue to be made available to the scientific community.

How was the SME’s Performance in Oman during Covid-19?

The paper examines the performance and the challenges faced by SMEs in Oman during Covid-19. The data was collected through primary and secondary sources. A questionnaire of 100 respondents was used. Descriptive analysis and chi-squared test have been employed in the data analysis. The main findings of the study showed despite the adverse effect of the pandame, the SMEs in Oman have performed well and indicated a resilient and adaptable strategy to cope wth the virus. The reason for this could be attributed to their ability to quickly transition to remote work and online operations. During such a challenging period, some businesses managed to thrive due to their ability to identify opportunities and leverage them. Moreover, the study revealed that financial stability and preparedness are key to navigating the pandemic's uncertainties, as businesses focus on risk management, budget planning, and saving money. In response to unexpected disruptions, businesses have become more cautious and strategic in their financial decisions. SME resilience against future crises is enhanced as a result of SMEs adopting more prudent financial practices. The key challenges faced by SMEs during Covid-19 included delivery delays, reduced income for consumers, and regulation changes. The SMEs in Oman devised severalrisk management strategies, such as maintaining backup plans and setting aside funds, reflect a forward-thinking approach. The findings indicate that businesses in Oman are actively seeking ways to minimize disruptions to their operations and mitigate potential risks. Long-term resilience can be built by such strategic thinking.

Online Learning and Its Effects on Students’ Writing Skills

As a side effect of the emergency transition to remote online learning, all schools’ students and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. Teachers and students communicate through chat, video calls, or emails. The government also launched educational television programming as an alternative for students who do not have access to the internet. Online learning is becoming more popular. However, there are problems with students' perseverance and achievement. Many learners can't study well in difficult situations like a pandemic. So, we need to think about learning strategies that give all students chances to achieve specific goals when they're studying at home. Writing in a foreign language is hard. This study looks at how online self-learning helps students. It checks their writing and they adjust their learning. They learn to write better. The aim of this study is to show how online learning enhances writing skills.

Gettin’ sociolinguistic data remotely: comparing vernacularity during online remote versus in-person sociolinguistic interviews

Abstract The following paper examines the use of the stable sociolinguistic variable (-ing) across two different interview modalities: “classic” in-person sociolinguistic interviews and identical interviews conducted remotely over online video chat. The goal of this research was to test whether a change in modality results in style-shifting, as quantified by different rates of formal/standard [-ɪŋ] versus informal/non-standard [-ɪn]. Results show that when the internal linguistic constraints governing (-ing) variation are taken into account, there is not a significant difference between modalities, suggesting both modalities are equally formal (or informal). This suggests that remote online video chats are a viable method for collecting sociolinguistic data.

NOx Emission Prediction for Heavy-Duty Diesel Vehicles Based on Improved GWO-BP Neural Network

NOx is one of the main sources of pollutants for motor vehicles. Nowadays, many diesel vehicle manufacturers may use emission-cheating equipment to make the vehicles meet compliance standards during emission tests, but the emissions will exceed the standards during actual driving. In order to strengthen the supervision of diesel vehicles for emission monitoring, this article intends to establish a model that can predict the transient emission characteristics of heavy-duty diesel vehicles and provide a solution for remote online monitoring of diesel vehicles. This paper refers to the heavy-duty vehicle National VI emission regulations and uses vehicle-mounted portable emission testing equipment (PEMS) to conduct actual road emission tests on a certain country’s VI heavy-duty diesel vehicles. Then, it proposes a new feature engineering processing method that uses gray correlation analysis and principal component analysis to eliminate invalid data and reduce the dimensionality of the aligned data, which facilitates the rapid convergence of the model during the training process. Then, a double-hidden-layer BP (Back propagation) neural network was established, and the improved gray wolf algorithm was used to optimize the threshold and weight of the neural network, and a heavy-duty diesel vehicle NOx emission prediction model was obtained. Through the training of the network, the root mean square error (RMSE) of the improved model on the test set between the predicted value and the true value is 1.9144 (mg/s), and the coefficient of determination (R2) is 0.87024. Compared with single-hidden-layer network and double-hidden-layer BP neural network models, the accuracy of the model has been improved. The model can well predict the actual road NOx emissions of heavy-duty diesel vehicles.

Innovative Strategies for Dental Anatomy Education: A Qualitative Exploration of Online Learning Perceptions

Purpose: COVID-19 mandated emergency remote (online) teaching of dental anatomy at King’s College London. To overcome the challenges of online learning in practical subjects such as dental anatomy, novel approaches to teaching were employed in an attempt to maintain learning quality. Online tutorials were tailored to incorporate technology enhanced learning using digitised lecture slides that emphasised 3-dimensional tooth structures and case-based problem solving along with a key, in-hand, visual aid, namely 1:1 acrylic teeth which were given to each student as a learning accessory. This contemporary online learning format has remained to date. Thus, this work set out to assess the effectiveness of these innovative efforts in online dental anatomy learning and elucidate the key elements that drive learning success. Through this, valuable strategies for improved future course delivery were gained.

Unlocking Success: Transforming Challenges into Solutions in the World of Remote Learning and Online Teaching for Distance Education

This research highlights the challenges that students faced when using different modes to participate in online classes. Encouraging the expansion of private educational institutions is seen as a way to promote competition throughout the entire higher education sector. This, in turn, is expected to result in a wider range of options, offering more innovative and higher quality products and services, all at a reduced cost(Boliver, 2023). The goals of this study were primarily centred on three characteristics of the learners: their personal, academic, and technical challenges. Because it depends on offline modes of instruction, this work has a research gap. Since the COVID era(Pareek &amp; Soni, 2020), there have been very few studies on online instruction, and it is difficult to gauge how successful virtual education is and how well students are responding to it. While taking courses online using a mobile device or a computer, learners are wary of technological development and their frequent upgrades because of various groups like dropout students, working people, elderly people, and homemakers. In order to gather information from the 623 respondents who are enrolled in online education programmes, the researcher prepared a well-structured questionnaire. The SYSTAT software(Wilkinson, 1990) was used to utilise univariate and multivariate normality, and JAMOVI(Şahin &amp; Aybek, 2019) was used for SEM(D. A. Jalaludeen, 2022). In order to analyse the data, we also formulated 4 null hypotheses (H0), of which 3 were disproved. The study's findings indicate that the majority of comments concern how taking online courses through ODL helps me advance professionally or pursue higher education. The analysis led the researcher to the final conclusion that, of the three attributes, personal problems had the greatest impact on how the online courses were run. The institution will expand and be able to strengthen its position if it adopts or incorporates all of the researcher's recommendations.

The Role and Considerations of Educational Applications in Achieving Educational Resource Equilibrium

After the pandemic, the application and integration of network technology into various educational technologies for teaching purposes are gradually maturing and developing, opening new chapters in the field of education. The rapid development of remote education, online learning, and online training propelled by educational applications has ushered in a new era. The emergence of such educational models also plays a role in promoting the balance of educational resources. Although some regions cannot achieve complete relief due to the lack of access to networks and electronic devices, it marks a positive beginning and suggests new possibilities. Through practical case studies, this article thoroughly analyzes the impact of educational application technologies on the balance of educational resources. It explores the practical challenges that need to be overcome for future development.

Measuring End-user Developers’ Episodic Experience of a Low-code Development Platform. A Preliminary Study

Background: As low-code development platforms (LCDPs) are becoming a trend, understanding how end-user developers think and feel as they work with such platforms is important. Particularly, assessing experiences during episodes of use can contribute to overall experience throughout long-term use. Aim: This paper aims to understand end-user developers’ episodic experience when they are building an application on a low-code platform and to provide guidance on how such experiences can be measured. Method: We designed the Episodic Developer Experience Questionnaire for LCDPs based on prior literature and refined it through expert Delphi sessions. The instrument contains 10 individual experience items, capturing various aspects of episodic experience. We further validated it through remote online tests on an LCDP. Results: The results showed significant differences in the relationships between items describing aspects of overall experience and items describing perceptions of tool quality and task difficulty. Programming expertise also affected end-user developers’ episodic experience. Conclusion: The study illustrates the design of questionnaire-based experience assessment in the context of development and identifies the importance of separating personal experience from assessment of tasks and tools since tool quality and task difficulty do not necessarily influence experience straightforwardly.