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Objective: Older adults with asthma (OAA) have elevated asthma morbidity rates. A six-session intervention based on self-regulation theory was shown to improve outcomes. However, wide-spread implementation was difficult due to the in-person design. Our objective was to determine the feasibility and acceptability of an updated intervention for OAA that is completely remote, includes a physician component, and utilizes shared decision-making (SDM). Methods: A pilot study of 12 OAA with uncontrolled asthma and their asthma providers was conducted at three health centers. The remote intervention (titled SOAR) consisted of 4 sessions (2 groups and 2 individual). Asthma providers (both specialists and primary care) were sent updates of progress along with information on how to incorporate SDM into the visit. Implementation (feasibility, acceptability, and appropriateness) and clinical (asthma control, asthma quality of life, perceived control, depression, and self-confidence) outcomes were measured. Results: SOAR was found to be feasible, acceptable, and appropriate, with values on validated implementation scales similar to those of in-person behavioral interventions. Asthma providers found the program helpful and intended to change care based on the updates. Asthma control scores improved significantly from baseline (14.2 to 16.8, p = 0.04), as did asthma quality of life (4.2 to 4.9, p = 0.03) and self-confidence to manage asthma (7.1 to 8.5, p = 0.02). There was no change in depression nor perceived control scores. Conclusion: A remote behavioral intervention appeared feasible and acceptable for OAA and their health care providers, and can improve outcomes. Larger scale implementation trials are warranted. [ABSTRACT FROM AUTHOR]

A study was conducted to evaluate the effect of virtual education on knowledge and practice of nurses regarding administration of drugs through enteral feeding tubes (EFTs). Sixty nurses working in 4 intensive care units were enrolled. A questionnaire evaluating knowledge and practice of nurses regarding drug administration through EFTs was used. At the pre-intervention stage, all nurses responded to the questionnaire. Then an educational videoclip was provided to the intervention group. One month later, post-intervention stage, both groups answered to the questionnaire again. At the end of the study, the scores of all items in the knowledge domain including medication preparation (mean difference [MD] [95% CI]: 1.11 [0.57; 1.66]), tube flushing (MD [95% CI]: 2.15 [1.59; 2.79]),recognizing drug-drug/drug-feed interactions (MD [95% CI]: 0.57 [0.05; 1.09]), and recognizing dosage forms (MD [95% CI]: 1.51 [0.94; 2.10]) and practice domain including medication preparation (MD [95% CI]: 1.63 [1.04; 2.21]), tube flushing (MD [95% CI]: 1.19 [0.64; 1.74]), and recognizing drug-drug/drug-feed interactions [MD (95% CI): 2.16 (1.53; 2.80)] in the intervention group were significantly higherthan those in the control group (P < .05). Education of proper technics of preparation and administration of drugs through EFTs improved knowledge and practice of the participants. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused widespread disruptions globally, resulting in a state of health emergency with numerous deaths reported and an overall implementation of quarantine and isolation. Strict lockdowns have been implemented to curb the spread of the virus, requiring social distancing and limiting physical interactions. These measures had far-reaching impacts on all aspects of life, including education. Education was one of the most affected sectors, with difficulty delivering quality education in schools, colleges, and universities. It was hard to provide quality education, a basic need of humanity. In this research paper, we propose an adequate solution to overcome the difficulties of maintaining educational quality during and after the COVID-19 pandemic and its multiple variants. The proposed solution is a hybrid model for an autonomous lecture recording system that facilitates students to attend physical classes and attend lectures virtually. The solution proposed is a cost-effective and convenient way for students to access lectures. The application involves hardware and software components that record and preserve lectures' audio and visual aspects. The system will allow lectures to be delivered directly to the students' devices. The major modules of the project include Python scripting, model training, UI/UX design, and app development. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused widespread disruptions globally, resulting in a state of health emergency with numerous deaths reported and an overall implementation of quarantine and isolation. Strict lockdowns have been implemented to curb the spread of the virus, requiring social distancing and limiting physical interactions. These measures had far-reaching impacts on all aspects of life, including education. Education was one of the most affected sectors, with difficulty delivering quality education in schools, colleges, and universities. It was hard to provide quality education, a basic need of humanity. In this research paper, we propose an adequate solution to overcome the difficulties of maintaining educational quality during and after the COVID-19 pandemic and its multiple variants. The proposed solution is a hybrid model for an autonomous lecture recording system that facilitates students to attend physical classes and attend lectures virtually. The solution proposed is a cost-effective and convenient way for students to access lectures. The application involves hardware and software components that record and preserve lectures' audio and visual aspects. The system will allow lectures to be delivered directly to the students' devices. The major modules of the project include Python scripting, model training, UI/UX design, and app development.

Abstract Background Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). Method This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. Results The results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***). Conclusion This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

Background: Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). Method: This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. Results: The results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***). Conclusion: This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times. [ABSTRACT FROM AUTHOR]

Providing behavioural support to all students is increasingly recognised as an integral part of teaching and learning in schools throughout the world. This small-scale, qualitative study reports on the perceived challenges faced by staff in implementing school-wide behavioural support at two remote Indigenous primary schools in Queensland, Australia. Individual semi-structured interviews held with two administrators and six teachers revealed implementation barriers to be clustered around four themes: staff turnover and leadership change; staff training; consistency in teaching and responding to student behaviour; and involvement of parents and remote community. These initial findings highlight the need to extend investigations into barriers associated with implementing and sustaining this behavioural approach in other remote schools throughout Australia, as student behaviour influences student learning, and lifting educational outcomes for Indigenous students is a national priority. [ABSTRACT FROM AUTHOR]

Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of homebased learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The purpose of this qualitative study was to investigate the experiences of physical education (PE) teachers regarding online PE lessons for children with ASD during the COVID-19 pandemic. Method: Participants in this study were 16 PE teachers who took part in one-on-one semi-structured phone interviews. Interview data were analyzed using Braun and Clarke's recipe for thematic analysis. Result: Four overarching themes were found: (1) we were unprepared for online lessons, (2) challenges of online lessons, (3) parental support, and (4) solution offers. Conclusion: The results revealed that PE teachers were unprepared for the sudden transition to online lessons due to the COVID-19 pandemic. PE teachers started the online teaching with parent support despite the challenges, but they were not satisfied with the online PE model. [ABSTRACT FROM AUTHOR]

This article provides a review of existing research on youth transitions within regional, remote and rural communities. Results were organised according to the Systems Theory Framework of Career Development, highlighting the importance of geographical location as an environmental influence within the career decision-making process. By deploying a scoping review methodology it was determined that educational institutions, the employment market, socioeconomic status and families are the most significant influences on the career decision-making processes for young people in regional, remote and rural communities. Future research in this area would involve an examination of these four areas. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The COVID-19 pandemic has significantly impacted all areas of life, and graduate education is no exception. Although prior research points to the effectiveness of delivering course content virtually, research on the effect of the unexpected and rapid nature of the transition from in-person to remote social work graduate education during the COVID-19 pandemic is limited. Methods: This qualitative study was conducted through an online open-ended survey in the early weeks of the COVID-19 pandemic. Using purposive sampling, 20 Social Work faculty members were selected from 8 universities in Turkey. An online research-made e-questionnaire with five main essay open-ended questions was used for data gathering. The data was analyzed using qualitative content analysis. Results: In total, 20 social work faculty members aged 24 to 49 participated in this study. The faculty perspective on the students’ online experience during the pandemic highlighted challenges faced by students, such as technical issues, communication difficulties, decreased engagement, and limited participation in school work. Faculty also observed students struggling with mental health, family issues, and pandemic-related financial difficulties. Moreover, faculty noted limitations in their teaching methods, particularly the lack of interaction during lectures. However, faculty identified effective strategies for online teaching, including using a mix of asynchronous video lectures and live discussions, promoting independent student work, reducing course content, and modifying assignments. They also emphasized the benefits of minimizing reliance on traditional lectures and PowerPoint presentations, encouraging students to engage with and analyze information. Conclusion: Findings from this study point to the need for comprehensive institutional support to improve distance learning, including attending to students’ social-emotional learning and a focus on developing faculty skills at teaching in a virtual capacity and may improve how effectively social work programs deliver course content online. Both students and faculty prefer a hybrid approach combining in-person and online methods.

Researchers from four countries conducted comparative research on the remote Education experience of Higher Education students during the Covid-19 pandemic and their return to face-to-face Education. Based on other research projects, we applied self-report questionnaires to convenience samples. This article focuses on the results for Portugal and Russia in relation to gender. Despite the differences between both countries, the findings point to the statistical predominance of women as well as their more positive attitudes toward remote Education. Factor analysis revealed that three factors converge to explain most of the variance: 1. Positive attitude in relation to remote Education, 2. Technical, psychological, and educational problems, 3. Positive attitude regarding the return to face-to-face Education. Although women have more access to Higher Education, they have lower occupational and income achievements than men. Higher Education, Pandemic, Remote Education, Gender, Rights,

The COVID-19 pandemic has significantly disrupted higher education, forcing universities to rapidly adopt technological and digital solutions to maintain their pedagogical roles creating challenges in sustaining adequate contact between academics and students. This study evaluates the capacity of Cadi Ayyad University (UCA) to deliver quality distance education (DE) during the spring 2020 lockdown, focusing on the impact of educational shifts on students, teachers, and administrative staff to develop scalable and shareable practices for future crises. A tripartite methodology included a comparative analysis of UCA's DE systems before and during the lockdown, quantitative surveys of students, faculty, and administrative staff, and synchronous remote interviews with key stakeholders. SPSS-based statistical analysis revealed significant challenges, such as insufficient stakeholder socialization, increased stress, insecurity, and higher dropout rates. The reliance on PDF resources as a cost-saving strategy highlighted the need for continuous faculty training in active learning and improved access to digital platforms. The findings emphasize the urgent need to address these challenges to enhance DE effectiveness at UCA and ensure the future quality of education during crises.

To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled “NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.

During the COVID-19 pandemic, schools switched to online education. Using Japan’s nationwide administrative data, we examine the impact of schools’ ICT equipment and teachers’ IT skills on the provision of online classes, communication with students’ families, and teachers’ working hours in early 2020. To isolate supply-side effects, we exploit differences in ICT resources between public elementary and junior high schools at a municipality level, the level at which ICT resources are decided. We find that basic ICT equipment was critical to implementing online classes, but IT skills were not. However, IT skills were associated with teachers’ working hours. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has significantly impacted all areas of life, and graduate education is no exception. Although prior research points to the effectiveness of delivering course content virtually, research on the effect of the unexpected and rapid nature of the transition from in-person to remote social work graduate education during the COVID-19 pandemic is limited. Methods: This qualitative study was conducted through an online openended survey in the early weeks of the COVID-19 pandemic. Using purposive sampling, 20 Social Work faculty members were selected from 8 universities in Turkey. An online research-made e-questionnaire with five main essay open-ended questions was used for data gathering. The data was analyzed using qualitative content analysis. Results: In total, 20 social work faculty members aged 24 to 49 participated in this study. The faculty perspective on the students' online experience during the pandemic highlighted challenges faced by students, such as technical issues, communication difficulties, decreased engagement, and limited participation in school work. Faculty also observed students struggling with mental health, family issues, and pandemic-related financial difficulties. Moreover, faculty noted limitations in their teaching methods, particularly the lack of interaction during lectures. However, faculty identified effective strategies for online teaching, including using a mix of asynchronous video lectures and live discussions, promoting independent student work, reducing course content, and modifying assignments. They also emphasized the benefits of minimizing reliance on traditional lectures and PowerPoint presentations, encouraging students to engage with and analyze information. Conclusion: Findings from this study point to the need for comprehensive institutional support to improve distance learning, including attending to students' social-emotional learning and a focus on developing faculty skills at teaching in a virtual capacity and may improve how effectively social work programs deliver course content online. Both students and faculty prefer a hybrid approach combining in-person and online methods. [ABSTRACT FROM AUTHOR]

Based on the studied specialist literature, the terms time, social time, local time, and individual and everyday time have been formulated. On this basis, the aim of the author's research was clarified: to determine the implementation of remote education during the pandemic in the perception of parents of seventh-grade students. The research issues are presented as a question: How do parents perceive remote education during the pandemic? The implementation of remote education was assumed to be a variable. The subject of direct analysis is the statements of 50 parents of fourth-grade students using an interview. Parents said that the more teachers and other school staff communicated with parents, the safer they felt. In the early days of the pandemic, they felt a lot of stress as parents. However, the school guided them 'smoothly through the time of change.' Between March and June 2019, they received emails, phone calls, and offers of help from schools. After a year of remote work, every ed ucational entity has learned to function in a remote reality. Schools were in close contact with parents and actively involved them. [ABSTRACT FROM AUTHOR]

With the spread of COVID-19 all over the world, the transformation of the educational system and the implementation of remote lessons became the only possible variant to continue the process of teaching students for English as a foreign language (EFL) teachers. This tendency was unexpected and became rather difficult for teachers and administrators who were typically not involved in online education to facilitate that change smoothly. The purpose of the study is to investigate the pedagogical opportunities and challenges for teachers who have to work online during the pandemic organizing the lessons of foreign languages in Saudi Arabia. The study is based on the analysis of the information received during qualitative semistructured interviews with teachers from Saudi Arabian Universities and English language centers who use online classes as an alternative to traditional English lessons. The results of the study show that from the teacher's perspective, challenges included a lack of student engagement, unnatural communication patterns, unusual requirements for planning content, and technical difficulties. The study found that remote education is hampered by low student engagement, lack of appropriate technology, incompatibility with new technologies, emotional stress, communication issues, student perception of material, attention on work, and inability to communicate with teachers and classmates. Moreover, the major findings include the solutions to the existing issues of online education, such as the creation of compelling content, the use of powerful online tools, the provision of effective platforms to students, the deeper focus on listening skills, and the use of technologies. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order for remote education using multimedia to be effective, an efficient management technique for video information needs to be developed. Therefore, for real-time processing of moving images, it is necessary to manage and search image data in a compressed state. MPEG-4 is the most widely used video compression technology. In order to process video in real time in distance education using multimedia, it is very important to develop a technique for managing and retrieving video information compressed with MPEG-4. Therefore, in this paper, a multimedia information management system and search technology were developed using MPEG-4 compression technology used for realtime distance education. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Project-based learning (PBL) has long been recognized as an effective way to teach complex biology concepts. However, not all institutions have the resources to facilitate effective project-based coursework for students. We have developed a framework for facilitating PBL using remote-controlled internet-connected microscopes. Through this approach, one lab facility can host an experiment for many students around the world simultaneously. Experiments on this platform can be run on long timescales and with materials that are typically unavailable to high school classrooms. This allows students to perform novel research projects rather than just repeating standard classroom experiments. To investigate the impact of this program, we designed and ran six user studies with students worldwide. All experiments were hosted in Santa Cruz and San Francisco, California, with observations and decisions made remotely by the students using their personal computers and cellphones. In surveys gathered after the experiments, students reported increased excitement for science and a greater desire to pursue a career in STEM. This framework represents a novel, scalable, and effective PBL approach that has the potential to democratize biology and STEM education around the world.

This paper provides an overview on inclusiveness in remote music education and networked music performances, highlighting issues and difficulties encountered by users with visual, auditory or motor disabilities when approaching such practices. Audio-visual tools, motion tracking systems, immersive audio and haptic feedback technologies that can be leveraged to enhance the accessibility of web-based platforms for online music teaching and remote performances are analyzed and classified. Moreover, the manuscript discusses the integration of such technological solutions in a networked music performance framework and their potential benefits for various categories of disabled users, describing some exemplary use-cases. Finally, open technical challenges for the practical realization and deployment of such a framework are identified, as well as future research directions towards its incorporation within the so-called Musical Metaverse.

The academic discourse concerning the child and childhood has evolved over the years from treating children as "little adults" to approaching the child as a being who needs to be cared for and protected from the hardships of life - to a perception of the child as a "person at the stage of formation": one requiring care and favourable conditions for proper development. The pandemic and the need to move pupils' school functioning to the online mode turned out to be a truly special and (so far) unknown situation. Protecting childhood during the pandemic has not only become a necessity of the moment but still remains an important challenge for teachers/parents - mainly in terms of its effects on the emotional and social functioning of children and adolescents. Drawing on my teaching experience and selected research findings, I would like to examine the problems of remote education more closely. The long-term social and even economic effects of school closings will surely be felt for years to come. Therefore, the question is legitimate: How do we face the reality of new challenges and threats? Above all, how can we protect childhood in such difficult circumstances? How can we minimise these actual and anticipated adverse effects - first and foremost concerning children - but also their parents and teachers? The conclusions - constituting the analyses' results - shed light on the complex problems associated with remote education. However, the primary task is to protect the child from the negative challenges of the modern world and treat childhood as an important biographical experience--a foundation on which they can safely grow their own lives. [ABSTRACT FROM AUTHOR]

The face-to-face education system around the world unexpectedly collapsed in March 2020 due to the COVID-19 pandemic. The priority education process became remote education and activities related to self-study and self-education. This paper investigates how university students' performance has been influenced by remote learning during the lockdown period. Academic performance is evaluated by measuring the time required to complete specific homework in statistical data processing. Comparisons of performance are made for before, during and after the pandemic period. This study examines a population of third-year university students majoring in Materials Science and Engineering. The students were asked to complete a specific homework requiring the processing and evaluation of random laboratory data using analytical software. The delivery times of the completed homework before, during and after the lockdown period are compared. It has been found that although the students had to spend more time on their task during the pandemic, their relative performance remained unchanged and was comparable to that of pre-pandemic. After the end of the lockdown period, an increase in academic performance was noted. Our results suggest that the sudden transition to remote education may have been beneficial for the long-term performance of a group of selected university students in data processing and evaluation. The findings support the idea that teachers and their institutions should be willing to use a variety of teaching methods. The inclusion of remote learning methods in university instruction is encouraged. [ABSTRACT FROM AUTHOR]

This article analyses selected challenges of remote education, focusing on the impact of the COVID-19 pandemic. It is divided into a theoretical part, synthetically explaining the key challenges related to remote education: social interactions, students' motivation and engagement, and an empirical part, presenting the results of a survey conducted on 1828 students at the Cracow University of Economics. The empirical research enabled analysis of the impact of selected distance education factors on the level of perceived learning outcomes by students, with a particular focus on social interactions (both between teachers and students, and among students), student motivation, and engagement in remote learning environments. The data was collected through a survey distributed in 2020 and 2022, using the Computer Assisted Web Interviewing (CAWI) technique via Google Forms. The results indicate moderate improvements in social interaction and motivation over time, with a slight decrease in the perceived effectiveness of remote learning. The literature review and empirical study reveal changes in the quality, motivation, and engagement of interaction, emphasising the need to adjust teaching strategies in the areas considered to increase the effectiveness of remote education. This study enriches the current literature by addressing gaps and providing suggestions for directions of future research, additionally providing practical recommendations for teachers and educational institutions to improve the efficacy of remote learning. [ABSTRACT FROM AUTHOR]

The impact of the COVID-19 pandemic on education has accelerated the shift in learning paradigms toward synchronous and asynchronous online approaches, significantly reducing students' social interactions. This study introduces CollabVR, as a social virtual reality (SVR) platform designed to improve social interaction among remote university students through extracurricular activities (ECAs). Leveraging technologies such as Unity3D for the development of the SVR environment, Photon Unity Networking for real-time participant connection, Oculus Quest 2 for immersive virtual reality experience, and AWS for efficient and scalable system performance, it aims to mitigate this social interaction deficit. The platform was tested using the sociability scale of Kreijns et al., comparing it with traditional online platforms. Results from a focus group in Lima, Peru, with students participating in online ECAs, demonstrated that CollabVR significantly improved participants perceived social interaction, with a mean of 4.65 ± 0.49 compared to traditional platforms with a mean of 2.35 ± 0.75, fostering a sense of community and improving communication. The study highlights the potential of CollabVR as a powerful tool to overcome socialization challenges in virtual learning environments, suggesting a more immersive and engaging approach to distance education. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software. [ABSTRACT FROM AUTHOR]

Purpose: Emotional and behavioral problems in children and young people (CYP) have increased over the pandemic. Those with pre-existing mental disorders are more vulnerable but have been understudied. We investigated emotional and behavioral outcomes in this population; differences across diagnostic groups; and social, educational, and clinical determinants. Methods: We invited 5386 caregivers and CYP (aged 5–17) under child mental health services pre-pandemic to complete an online survey on CYP's emotional/behavioral symptoms and pandemic-related circumstances, and integrated responses with clinicodemographic information extracted from electronic health records. We compared four parent-rated outcomes (total emotional/behavioral scores and emotional/behavioral changes as compared to before the pandemic) across the three most common diagnostic groups in our population (Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD) and emotional disorders (EmD)). We then estimated the association of clinicodemographic and pandemic-related characteristics with emotional/behavioral outcomes. Results: A total of 1741 parents (32.3%) completed the survey. Parents of CYP with ADHD or ASD reported more behavioral difficulties (t(591) = 5.618 (0.001); t(663) = 6.527 (0.001)); greater emotional deterioration (t(591) = 2.592 (0.009); t(664) = 4.670 (< 0.001); and greater behavioral deterioration (t(594) = 4.529 (< 0.001); t(664) = 5.082 (< 0.001)) as compared to the EmD group. Those with ASD and EmD showed more emotional difficulties than ADHD (t(891) = − 4.431 (< 0.001); t(590) = − 3.254 (0.001)). Across diagnoses, poor parental mental health and challenges with education were most strongly associated with worse outcomes. Conclusions: Within our clinical population, CYP with ADHD/ASD were the most adversely affected during lockdown. Enhancing clinical service provision that tackles parental stress and supports education may help mitigate the impact of future restrictions. [ABSTRACT FROM AUTHOR]

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Applications of artificial intelligence (AI) in radiology continue to increase every year, however most radiology residencies lack a dedicated AI education curriculum. Fundamental AI education resources are even more sparse for trainees in low- to middle-income countries and under-resourced healthcare systems. The AI Literacy Course assesses the effectiveness and scalability of a free, remote AI education curriculum to increase understanding of fundamental AI terms, methods, and applications in radiology among radiology trainees in the United States and internationally. Method: A week-long AI in radiology literacy course for radiology trainees was held October 3-7, 2022. Ten 30-minute lectures utilizing a remote learning format covered basic AI terms and methods, clinical applications of AI in radiology by three different subspecialties, and special topics lectures. A proctored, hands-on clinical AI session allowed participants to directly use an FDA-cleared, AI-assisted viewer and reporting system for advanced cancer. Pre- and post-course electronic surveys were distributed to assess participants’ knowledge of AI terminology and applications, as well as their interest in AI education. Results: A total of 25 residency programs throughout the US participated in the course with participants attending from 10 countries. An average of 150 participants viewed the course per day. Nearly all participants reported insufficient exposure to AI in their radiology training (95.8%). Participant knowledge of fundamental AI terms and methods increased after completion of the course, with an average pre-course evaluation of 8.3/15 and a post-course evaluation of 10.0/15 (p=0.01). Conclusion: The scalability of the AI Literacy Course demonstrates a viable model to bring accessible fundamental AI education to radiology trainees in the United States and internationally.

Fostering student engagement to acquire knowledge and achieve academic performance requires understanding how students engage in learning and its influence on academic achievement. This provides valuable insights that help improve learning experiences and outcomes. The paper relies on a mixed methods approach by expanding the traditional dimensions of student engagement and by employing a machine learning framework to identify which specific dimension of student engagement exhibits the main impact on student academic achievement. A questionnaire-based survey is conducted for the period 2020-2021 among a cohort of Romanian students. The outcomes of this preliminary exploratory analysis are further embedded into a machine learning framework by performing a LASSO regression. The findings reveal that the most relevant dimensions of student engagement, during remote education, that contribute the most to outcomes were represented by the behavioural, social, cognitive, and emotional engagement dimensions. Furthermore, the switch to online education appeared to have inverted the positive relationship between social and cognitive engagement and academic achievement. Despite the inherent challenges, the student’s interest in class participation and homework completion was stimulated, and they managed to adapt without difficulty to study independently.

Abstract Background Training has been used to develop research skills among sexual and reproductive health and rights (SRHR) researchers. Remote education may accelerate transfer of skills and reduce barriers to strengthening research capacity. This systematic review aimed to assess the effectiveness of remote training on SRHR research and describe enablers and barriers of effective remote training. Methods PubMed, Embase, and Scielo were searched up to December 2022 for studies that evaluated in any language online research training programmes either on a SRHR topic or tailored for professionals working in SRHR published since 1990. Characteristics of included studies, the programmes they evaluated, the programme’s effectiveness, and reported barriers and enablers to remote learning were extracted. Three researchers synthesized and described findings on effectiveness, impact and outcomes mapping them against the Kirkpatrick model. Additionally, thematic analysis from qualitative data was conducted to identify themes relating to the barriers and enablers of remote learning. Results Of 1,510 articles retrieved, six studies that included 2,058 remote learners met the inclusion criteria. Five out of six studies described empirical improvements in participant research knowledge/skills and three studies reported improvements in attitudes/self-efficacy towards research. Follow-up surveys from four studies revealed frequent application of new research skills and improved opportunities for career advancement and publication following online trainings. Cited barriers to effective online SRHR research training included time management challenges and participants’ competing professional obligations; limited opportunities for interaction; and lack of support from home institutions. Cited enablers included well-structured and clear courses, learning objectives and expectations with participants; ensuring a manageable workload; facilitating interactions with mentors and hands-on experience; and selecting programme topics relevant to participants’ jobs. Conclusion Remote SRHR training can lead to improvements in research knowledge, skills, and attitudes, particularly when course learning objectives, structure, and expectations are outlined clearly, and ongoing mentorship is provided.

At the time of this writing, emerging Generative Artificial Intelligence (GenAI) technologies, such as ChatGPT, Bard, and DALL-E, are shaping education. Despite their great potential for enhancing education, the discussion on the risks for the Society is an ongoing debate. Remote or distance education (DE) in developed countries has evolved in parallel to the permeation of Information and Communication Technologies (ICT). In Latin America (LATAM), a deep understanding of this interrelated evolution will encourage an efficient implementation of innovative policies, pedagogies, and technologies, including GenAI. This paper presents the historical development of DE in LATAM, drawing connections with milestones along the evolution of ICT in the region. This evolution is described across five generations: Correspondence, Audiovisual, ICTs-based, Web-based, and Interactive. Each generation offered incremental benefits to students, from flexibility and well-designed instructional materials to adaptive, interactive, and cost-effective education. This research encompassed a comprehensive search on Scopus, Web of Science, Google Scholar, ScienceDirect, Latindex, Dialnet, Redalyc, and SciELO with an historical approach. It yielded 97 peer-reviewed articles, books, and reports from recognized international organizations, published in Spanish or English and covering a period spanning from the end of the 19th century to the onset of COVID-19 lockdown. The analysis confirms the critical role of Higher Education Institutions (HEIs) in LATAM in supporting ICT integration, demonstrating a synergistic interplay with DE. Notwithstanding, the region’s social inequality and digital divide have delayed the full deployment of DE’s advantages, in comparison to USA and Europe. The paper exposes different scenarios and tech-educational requirements of DE, showcasing Mexico, Brazil, and Colombia, as well as other countries with smaller populations. Notably, by 2019, Tecnologico de Monterrey in Mexico, and Universidade de São Paulo and Universidade Federal da Paraíba in Brazil have pioneered the implementation of the Fifth Generation of DE in the region. The findings of this research highlight the value of DE as a cost-effective solution to traditional education, addressing social barriers and broadening educational access in LATAM, especially during emergencies. This research poses significant implications that can equip digital technology providers, HEIs, governments, and policymakers as they navigate the ongoing educational challenges.

Purpose: The aim of this article is to discuss the results of a study on the limitations of remote education during the COVID-19 pandemic in the opinion of students of Poland's universities of economics and their expectations for this form of education in the future. Design/methodology/approach: The article is based on a survey of 614 students at four public universities of economics in Poland. Results: Remote teaching was considered to be of inferior quality in comparison with face-toface instruction before the pandemic. Too much time spent at the computer was the primary reported problem. The most popular synchronous teaching method was the lecture. Students' expectations for post-pandemic distance education vary considerably and depend on the level and mode of study, but according to more than 40% of those surveyed, online classes should make up at least 50% of the total teaching load. Research limitations/implications: Since the survey was conducted at four public universities of economics in Poland, its results cannot be generalised to all Polish universities. In the future, similar studies should be undertaken in order to assess the long-term consequences of emergency remote teaching during the COVID-19 outbreak on graduate outcomes and longterm changes in the proportion of distance education in the curricula. Practical implications: The findings of the study can be used to inform teaching development strategies adopted by higher education institutions and to modify educational programs. Originality/value: The article discusses the results of a unique study on the limitations of remote education and students' expectations for its long-term incorporation in the educational process at Poland's universities of economics. The findings offer valuable insights for both higher education managers and scholars. Funding: The publication was financed from the subsidy granted to the Krakow University of Economic - Project no 046/GAP/2022/POT. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the sense-making processes employed by teachers in bridging knowledge gaps and navigating complexities during this transition. Drawing upon Dervin's sense-making theory and McKenzie's model of information practices, the research explores how teachers engage with information sources, leverage past experiences, and collaborate with peers to make sense of their roles in the digital educational landscape. Interviews were conducted with teachers from Ilocos Norte, Philippines. This study presents the embodied nature of teaching as an information practice. The findings underscore the resilience and adaptability of teachers in the face of uncertainty, offering insights into the dynamics of remote education and informing strategies to support educators and students in the evolving educational landscape. [ABSTRACT FROM AUTHOR]

Fostering student engagement to acquire knowledge and achieve academic performance requires understanding how students engage in learning and its influence on academic achievement. This provides valuable insights that help improve learning experiences and outcomes. The paper relies on a mixed methods approach by expanding the traditional dimensions of student engagement and by employing a machine learning framework to identify which specific dimension of student engagement exhibits the main impact on student academic achievement. A questionnaire-based survey is conducted for the period 2020-2021 among a cohort of Romanian students. The outcomes of this preliminary exploratory analysis are further embedded into a machine learning framework by performing a LASSO regression. The findings reveal that the most relevant dimensions of student engagement, during remote education, that contribute the most to outcomes were represented by the behavioural, social, cognitive, and emotional engagement dimensions. Furthermore, the switch to online education appeared to have inverted the positive relationship between social and cognitive engagement and academic achievement. Despite the inherent challenges, the student's interest in class participation and homework completion was stimulated, and they managed to adapt without difficulty to study independently. [ABSTRACT FROM AUTHOR]