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This study explores the Higher Education (HE) learners' attitude toward using the Smartphone One Lesson Apps (SOLA) as a proactive browser for the topics and skills of the next lesson in the class rooms of Higher Education Institutes (HEIs). A sample of Omani students from different sections of the Foundation Program of Information Technology (FPIT) of the Foundation Program Level (FPL) at the University of Technology and Applied Science (UTAS-Salalah in Oman) had been encouraged to complete the designed survey for this purpose using a 5-points likert-scale. The collected data was formatted and analyzed using SPSS. The outcomes showed that the respondents mostly used the SOLA for proactive review and practice, which led to well prepared for the next lesson's objectives and skills, thus improving the FPIT system and the desired skills as well. Moreover, the respondents in general offered positive attitudes toward the SOLA. Furthermore, the results propose motivated and ambitious inferences for utilizing SOLA applications in FPIT and other courses in the HEIs. [ABSTRACT FROM AUTHOR]

This study explores how early childhood teachers in a progressive private school in the Midwest adapted to changes resulting from the closing of schools due to the COVID-19 pandemic. Employing Bourdieu's notions of habitus, field, and illusio, we examine how educators in the school approached the move to distance learning during the early months of the pandemic, a time of crisis that led to dramatic and chaotic change. The findings from this study show how differences within a disposition toward progressive teaching greatly impact how teachers were able to adapt practice to eLearning. These findings raise questions about whether there are elements of habitus that better align with the field of progressive education. [ABSTRACT FROM AUTHOR]

Objective: Health practitioners report limited skills and lack of confidence in managing and treating people with eating disorders. The purpose of this study was to evaluate the national rollout of comprehensive basic training in identification, assessment, treatment, and management of people with eating disorders to clinicians. Methods: The Essentials: Training Clinicians in Eating Disorders is a core competency eLearning program. As part of a nation‐wide multidisciplinary workforce training strategy, 7500 course places were provided free of charge to public and private health care professionals across all jurisdictions of Australia between January 2020 and March 2022. Results: A total of 7370 health professionals enrolled during the study period. All learning outcomes showed improvement with large effect (Cohen's d = 1.2–2), with the largest improvements for self‐reported knowledge of requirements for working with children and adolescents. Effects did not depend on years of working with eating disorders suggesting that the training was beneficial across levels of experience. Those who started with very low knowledge of eating disorders or higher willingness to treat eating disorders were most likely to complete the course. Most participants reported that the course was relevant to their clinical practice, that they expected their clinical practices to change, and that they would recommend the course to other health professionals. Discussion: The strategy to provide government‐funded core competency training in eating disorder care to healthcare professionals met key objectives by reaching health professionals eligible to provide government‐rebated services in public and private settings across all jurisdictions including regional and remote areas. [ABSTRACT FROM AUTHOR]

Background: Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students' interactions during eLearning and their impacts on students' academic achievements. Methods: A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students' performance and understanding. Results: This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students' understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion: The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) into e-learning has transformed conventional educational approaches, improving the learning process and maximizing student achievement. This study offers a thorough examination of how AI can be utilized to enhance e-learning results by employing advanced predictive methods and performance optimization strategies. The main goals consist of creating an AI-based framework to monitor and analyze student interactions, evaluating the influence of online learning platforms on student understanding using advanced algorithms, and determining the most efficient methods for blended learning systems. AI algorithms, known for their cognitive ability and capacity to learn, adapt, and make decisions, are employed to analyze and forecast student performance, thereby improving educational quality and outcomes. The practical results obtained by implementing machine learning and deep learning models, such as convolutional neural networks (CNN) and recurrent neural networks (RNN), show substantial enhancements in forecasting different performance metrics. This research highlights the ability of AI to develop adaptable, effective, and successful e-learning environments, promoting enhanced academic achievement and customized learning experiences. The findings demonstrate that CNN outperformed other deep learning and machine learning algorithms in terms of accuracy during the prediction phase, showcasing the advanced capabilities of AI in educational contexts. Portions of this text were previously published as part of a preprint (https://doi.org/10.21203/rs.3.rs-4724603/v1). [ABSTRACT FROM AUTHOR]

This paper presents the design of intelligent models and architectures for global learning-oriented cooperation. The research work brings our current investigations towards the definition of a general development methodology for global intelligent systems. We use a basic top-down approach to analyze global cooperation, adding more natural intelligence into our models. Then we design, integrate and adapt software architectures to be able to extract the computational requirements of our systems at an appropriate level of abstraction. Our architectural designs serve to dynamically generate cooperative knowledge and behaviour using hybrid registries and intelligent engines. The registries store knowledge and behaviour descriptions. The functional engines control knowledge delivery processes and behaviour executions involving single and composite actions. All these elements are evaluated using a designing case study in current Sustainable Development Goals for education. This last part of the paper also discusses how our intelligent models and architectures can be further developed adding implementation details based on recent technologies.

Abstract Background The effectiveness of eLearning in enhancing healthcare professionals’ capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. Methods The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. Results This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. Conclusion The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers.

The Nigerian educational system is today beset by numerous problems. None of these is more genuine and tenacious than students' poor academic performance across all educational levels. This is one of the greatest drawbacks to educational advancement. The purpose of this paper was to explore students' views on factors influencing academic performance of elearners. The population consisted of all students from second year to fourth year of the National Open University, South West geo-political zone. The respondents were asked to express their views on factors perceived to influence their academic performance. The study employed a qualitative study design as a means of carrying out the research. The sample of the study was made up of 48 respondents from the University which were selected using purposive sampling technique. Data were collected through focus group interviews, the interviews were audiotaped and transcribed, and data was analyzed through thematic analysis. The results of this study revealed factors such as computer reliance and knowledge, benefit of Internet, prior ICT experience, collaborative learning, parent influence - ICT literacy, self-efficacy and motivation and progressive use of computer and benefits as factors perceived by the students to influence their academic performance. Based on the findings of this study, it was recommended that distance e-learners should be encouraged to register for ICT training before being admitted into higher institutions. It was also recommended that the management of the university should give open access to the Internet and e-mail in the university by establishing ICT learning resource centres that give room for students to access relevant software, applications and technology of any form. [ABSTRACT FROM AUTHOR]

Healthcare professionals (HCPs) have vital roles in providing evidence‐based care to promote healthy micronutrient nutrition in early life. Providing such care requires scalable training to strengthen knowledge and confident application of effective behaviour change skills. Among 33 public and private HCPs (primarily dietitians) in South Africa, we evaluated the behaviour change aspects of a technology‐enabled National Qualification Sub‐Framework level 6 programme, Improving Early Nutrition and Health in South Africa ('ImpENSA'). This programme comprises two self‐directed micronutrient and behaviour change knowledge‐based eLearning and one facilitated online practical skills modules to improve maternal and infant micronutrient nutrition. Using assessments, questionnaires and interviews, we collected data at baseline, after module completion and at 3‐month follow‐up after programme completion. Questionnaire and interview data showed major improvements in understanding of and attitudes towards person‐centred behaviour change support immediately following the eLearning module on behaviour change. The assessment pass rate increased from 38% at baseline to 88% postmodule, demonstrating significant knowledge gain in behaviour change support. Intention to change practice towards a person‐centred approach was high and many had already started implementing changes. Three months postprogramme, support was centred around patients' needs. Open relationships with patients, improved patient outcomes and increased job satisfaction were among reported outcomes. Many reported becoming better change facilitators and reflective practitioners. Additional improvements in understanding and attitudes to behaviour change support were evident, reinforced by making changes and experiencing positive outcomes. The findings suggest that technology‐enabled learning can equip HCPs with knowledge and skills to effectively support behaviour change for healthy micronutrient nutrition during pregnancy and infancy. Key messages: After completing behaviour change skills eLearning, participants' attitudes and understanding of nutrition behaviour change support changed from expert to person centred.Participants adopted a person‐centred approach that focussed on patients' needs and implemented it in practice.At 3‐month follow‐up, consultations became more patient‐led, holistic and information given tailored and designed for patients. Participants reportedly became effective change facilitators and better listeners.Participants reported open relationships with patients, improved patient outcomes, increased job satisfaction and reflective practice.Technology‐enabled learning, when designed appropriately, offers a highly accessible and effective training method to support healthcare professionals to adopt person‐centred nutrition support in practice. [ABSTRACT FROM AUTHOR]

With the advancement in eLearning technologies, eAssessments are becoming widely used. The overarching challenge in eAssessment is student authentication. An online invigilated or remote proctored exam system that engages a human proctor, supervising live via webcam, is a widely accepted method for student authentication. This study obtained views of tertiary accounting academics in Fiji using semi-structured interviews. Though educators prefer online assessments, there is a strong consensus that student authentication is a challenge. The findings reveal that academics are willing to accept online proctored exam system because it has the capability to validate students, along with minimising other forms of academic misconduct during exams. According to the academics, the online proctored exam system may be more acceptable among the postgraduate students compared to the undergraduate students because of the digital resource issues. It is also essential that attention is paid to network connectivity issues in Fiji when implementing online proctored exam systems. [ABSTRACT FROM AUTHOR]

Organic aquaculture represents 4.6% of total aquaculture production. However, the economic results of organic aquaculture in the EU appear to be far from satisfying. Notwithstanding the above, Europe is still heavily dependent on external markets to cover seafood demand. Nowadays, fisheries and aquaculture sectors require paramount need to (i) enhance knowledge sharing, (ii) set up appropriate infrastructures and facilities (iii) increase capacity building. To overcome these needs an "active and participative" training method that allows participants to fully learn news concepts, while improving skills and capabilities, could be adopted. One of the most profitable methods is known as "Peer learning", a form of collaborative instruction that enhances peer-to-peer interaction and leads to positive learning results. Based on this approach, CIHEAM Bari has created and led an online training course on "Sustainable, resilient and climate friendly Blue Growth of EU Aquaculture and beyond." The course involved 357 participants coming from 77 countries. About 50 participants achieved the required score to receive the certificate as a result of the dropout phenomenon. With the ultimate goal of converting results and outputs into practical knowledge when putting the creative solution found and developed within the project into practice, the course's outcomes aimed to raise awareness of the industry by establishing a community of practice where everyone shares their technical and social knowledge. It may be concluded that adopting appropriate technology for eLearning and innovative educational approach may fill the gap of knowledge transfer under disruptive circumstance (i.e. COVID-19 pandemic; etc.). [ABSTRACT FROM AUTHOR]

In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study returns one year later to interview some of the original participants to see if their perceptions became reality. In addition, a group of students from the 2020 cohort are also interviewed so that a comparison can be made between the last group of students who studied 'normally' before COVID-19, and those who experienced online learning for the first time. This study addresses a gap in the literature by examining student perspectives of the ways in which they thrived as a result of digitally enhanced learning. We conclude that learning online enabled students to develop personally, enhance their digital skills, and acquire skills and knowledge that could be utilised again in the future. Moreover, those who studied online in both high school and university found the process of commencing online studies at university easier, which supports the tentative conclusion that even in low resource settings, it would be beneficial for schools to explore integrating more digital skills into the classroom. [ABSTRACT FROM AUTHOR]

Introduction: This study explores the motivators to use learning management systems (LMS) adopted and used in eLearning by Hong Kong universities among Mainland Chinese postgraduate students amid COVID-19 pandemic. Methods: An adapted and extended UTUAT2 model was first proposed and tested using the structural equation modeling approach. Through self-report online questionnaire, data were collected in 2022 from 352 Mainland Chinese postgraduate students of nine universities in Hong Kong. The reliability and validity of the data were tested using the confirmatory factor analysis, followed by path analysis to test the hypotheses in the proposed model. Results: The study revealed nine motivators which explained 50% of the variance in LMS use intention. Trust (0.204), instructor characteristics (0.202), performance expectancy (0.181), and facilitating conditions (0.181) were identified as strong motivators of behavioral intention. Other factors such as effort expectancy (0.148), learning value (0.118) and social influence (0.115) also had significant positive effects on LMS use intention. Habit (0.014) and hedonic motivation (-0.016) had no significant direct effect on it. Discussion: These findings provide inspirations for educational stakeholders to promote the acceptance of LMS platforms among distance and online learners who adopt the cyberspace as the only means of learning. They also offer insights about instructor recruitment and evaluation methods. [ABSTRACT FROM AUTHOR]

Background: The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. Methods: The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. Results: This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. Conclusion: The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

The integration of Artificial Intelligence (AI) into e-learning has transformed conventional educational approaches, improving the learning process and maximizing student achievement. This study offers a thorough examination of how AI can be utilized to enhance e-learning results by employing advanced predictive methods and performance optimization strategies. The main goals consist of creating an AI-based framework to monitor and analyze student interactions, evaluating the influence of online learning platforms on student understanding using advanced algorithms, and determining the most efficient methods for blended learning systems. AI algorithms, known for their cognitive ability and capacity to learn, adapt, and make decisions, are employed to analyze and forecast student performance, thereby improving educational quality and outcomes. The practical results obtained by implementing machine learning and deep learning models, such as convolutional neural networks (CNN) and recurrent neural networks (RNN), show substantial enhancements in forecasting different performance metrics. This research highlights the ability of AI to develop adaptable, effective, and successful e-learning environments, promoting enhanced academic achievement and customized learning experiences. The findings demonstrate that CNN outperformed other deep learning and machine learning algorithms in terms of accuracy during the prediction phase, showcasing the advanced capabilities of AI in educational contexts. Portions of this text were previously published as part of a preprint (https://doi.org/10.21203/rs.3.rs-4724603/v1).

Teaching is often core to a librarian’s duties. However, at large institutions, there is often not enough librarian manpower to deliver in-person instruction on specialized topics to all who could benefit. In this case, librarians must look beyond the traditional in-person session to deliver educational content at scale. At our library, serving a large healthcare system with 85,000 employees, we constantly tackle issues of delivering library services at scale with limited manpower. In this article, we discuss how we tackled developing an asynchronous microlearning-based course for health care professionals on statistical analysis. We start out with background on microlearning, a strategy for e-learning based on short “bites” of information (Gagne et al. 2019). Then we move on to the process of developing the course, which was built on an existing library program to offer GraphPad Prism licenses to health system employees. We detail how we collaborated with units across the health system, especially an e-learning specialist based in the office of data strategy and the director of biostatistics. We describe in detail the planning and development of the course, including how we decided what to cover, creating synthetic electronic health record data for video examples, and recording the microlearning videos. Thus far, our microlearning course has received more than 1,400 views, which we consider to be very successful. However, our strategy to assess the course could be more robust, and we also talk about future strategies to gauge the success of similar projects.

E-learning, or digital learning, has transformed education, raising questions about its impact on creativity. While creativity was once seen as a rare talent, it is now considered a product of education and learning. In our hyper-connected world, creativity is recognized as a vital skill for tackling complex problems. This article explores how digital learning influences creativity in the context of language education, especially English as a foreign language (EFL) instruction. The study employed the PRISMA methodology to gather data from Scopus and Web of Science databases. Inclusion criteria included English-language experimental studies from indexed journals. Grey literature, non-experimental studies, conference proceedings, and other languages than English were excluded. The search yielded 963 studies, with only 15 meeting inclusion and exclusion criteria. These studies covered various aspects of creativity in education and highlighted the positive impact of digital learning on creativity. For example, they revealed that game design, interactive technology, digital storytelling, and collaborative learning environments can foster creativity among students. The findings indicate that digital learning generally can have a certain but positive impact on creativity. Game-based learning, collaborative interactions, and real-world problem-solving tasks are particularly effective in enhancing creativity. Negative impacts can be mitigated through teacher training, feedback mechanisms, and interactive activities. Future research should focus on developing rigorous assessment methods for creativity in digital learning. Digital learning offers numerous opportunities to stimulate creativity in education. Understanding the factors that enhance or inhibit creativity in digital learning environments is essential for optimizing the use of technology in education and fostering innovative thinking in students. The main limitation of this systematic review consists of searching just two databases, namely Scopus and Web of Science, however, it provides a robust overview of the topic.

Abstract Background Approximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours. Methods A total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically. Results Participants showed significant pre-post program improvements in first aid self-efficacy (p

Objective: Physicians often use mobile apps for patient care, but few apps are dedicated to pediatric critical care medicine (PCCM). This study developed a mobile app specifically for Pediatric Critical Care Unit (PICU) residents to aid their onboarding process and aimed to assess whether it could enhance their confidence and comfort levels. Method: From March 2020 to April 2021, 90 residents participated and completed pre- and post-rotation quizzes with 20 questions each. Quiz score differences between the control and app groups were analyzed using t-tests. A survey was also administered at the end of the rotation to compare comfort level and confidence in PCCM knowledge pre- and post-rotation. Results: Enrollment included 50 residents in the control group and 40 in the app group. The participation rate was 100%, but not all participants completed both quizzes and survey. The app group showed a significantly greater improvement in quiz scores from pre- to post-rotation compared to the control group (increase of 0.23 questions vs 1.67, p = 0.045). However, the two groups had no significant differences in confidence in PCCM knowledge (p = 0.246) or comfort levels (p = 0.776) in the PICU. Conclusions: This study found no significant difference in confidence levels between the App and control groups at the end of the PICU rotation. However, the App group outperformed the control group in knowledge assessments. Frequent use of the app likely reinforced essential concepts and facilitated adaptation to the PICU service. Overall, the app's positive impact on knowledge and adaptation indicates it is a valuable tool for enhancing medical residents' educational experiences in busy clinical environments. [ABSTRACT FROM AUTHOR]

Background: Approximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours. Methods: A total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically. Results: Participants showed significant pre-post program improvements in first aid self-efficacy (p <.001) and first aid knowledge (p <.001); however, there were no significant changes in attitudes towards first aid (p =.028). Self-efficacy and knowledge improvements were significantly greater for those without prior first aid training (p <.001). Participants rated the usability of the online program favourably and most (93.2%) were satisfied or extremely satisfied with the program. Qualitative feedback suggested participants found the program to be accessible and interactive but noted concerns about the transfer of skills to the real-world context. Conclusions: The findings provide support for the efficacy of online first aid training for Australian learner drivers. However, further improvements to the eLearning program based on participant feedback should be considered. This study recommends the Learner Driver First Aid program be refined and rolled out to the Australian public. [ABSTRACT FROM AUTHOR]

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students' learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online. [ABSTRACT FROM AUTHOR]

The challenges to sustaining interprofessional education (IPE) are numerous and well-documented. These challenges include crowded curricula, scheduling conflicts, lack of physical space, faculty availability, and financial considerations. In turn, IPE is often viewed and treated as an add-on rather than an integral part of healthcare education, leading to sporadic implementation and vulnerability to institutional changes. The concept of eLearning, utilizing electronic technologies for education, emerges as a potential solution to these challenges and could serve as the "next frontier" for IPE. eLearning offers a flexible and scalable platform to deliver IPE, transcending geographical and time constraints. Recent research highlights the benefits of eLearning-based IPE, including enhanced collaboration, learner satisfaction, and clinical application. eLearning allows learners to engage in virtual simulations, reflexive exercises, and collaborative problem-solving, fostering essential skills for future healthcare teams. Interprofessional eLearning courses can seamlessly integrate into existing health professions curricula, catering to busy professionals and students. Most importantly, eLearning promotes consistent and purposeful embedding of interprofessional values and competencies throughout education, training, and professional development. In this Short Report, we utilize the Center for Advancing Interprofessional Practice, Education, and Research (CAIPER) at Arizona State University as a rudimentary "critical instance" case study for advancing and sustaining IPE through eLearning program development. CAIPER exemplifies this approach by constructing engaging evidence-based eLearning IPE courses ranging from examining and applying interprofessionalism in primary care to empathy and humility team-based training. CAIPER's eLearning courses have reached a global audience of over 65,000 learners highlighting the reach, impact, and viability of eLearning for sustainable IPE. Although further research is needed, eLearning presents a promising solution to the systemic challenges of IPE, and by embracing eLearning and embedding interprofessional eLearning courses in existing curricula, institutions can ensure the consistent, accessible, and sustainable delivery of high-quality IPE experiences. [ABSTRACT FROM AUTHOR]

Medical and health sciences librarians who are involved in evidence synthesis projects will know that systematic reviews are intensely rigorous, requiring research teams to devote significant resources to the methodological process. As expert searchers, librarians are often identified as personnel to conduct the database searching portion and/or are approached as experts in the methodology to guide research teams through the lifecycle of the project. This research method has surged in popularity at our campus and demand for librarian participation is unsustainable. As a response to this, the library created self‐directed learning objects in the form of roadmap to assist researchers in learning about the knowledge synthesis methodology in an expedient, self‐directed manner. This paper will discuss the creation, implementation and feedback around our educational offering: Systematic & Scoping Reviews: Your Roadmap to Conducting an Evidence Synthesis. [ABSTRACT FROM AUTHOR]

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature 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.)

Water Management Digital Knowledge Repository presented in this article is unique in the sense that it helps to preserve the heritage of water profession and facilitates access to the latest information for a wider public. This is particularly important in a country where water-related disasters have not only threatened the people in the past but unfortunately, they need to be prepared for such events in the future, too. Therefore, the digital knowledge repository, based on six pillars (eLearning, Photos, Videos, Journals, Textbooks, Glossary), plays a valuable and important role in Hungary.

OBJECTIVE: Newborn hearing screening (NHS) in the Philippines has been mandated by law since 2009. However, lack of awareness and knowledge about NHS remains a challenge, especially among healthcare providers. This paper describes the pilot implementation of a computer-based training (CBT) course on NHS and teleaudiology among primary healthcare providers (PHCPs) in rural Philippines. METHODS: A four-module web-based training course on newborn hearing screening and teleaudiology in an online learning management system (LMS) was field-tested among PHCPs from eight rural communities in the Philippines. Participants were given four weeks to complete the course. RESULTS: Forty-two PHCPs participated in the CBT. Thirty-four (81%) completed the whole course (mean attrition rate of 4.8% per module) at a mean duration of 10.2 days. Baseline data shows that participants had no NHS training, although the majority (83%) had information and communications technology (ICT) training. Comparison of pre- and post-test mean scores showed a 24.0% (p

The primary objective of this research paper is to exhibit bibliometric figures on articles about the digital evolution from education 3.0 to education 4.0, disclosed in the journals listed in the Scopus and Web of Science databases between 2020 and April 2024. The data compiled from 41534 articles within the study’s purview underwent bibliometric scrutiny across six classifications: article and citation count, paramount articles in citations, prevalent keywords, influential nations, preeminent institutions, and foremost journals. This research effort is designed to provide a comprehensive overview and to provide bibliometric network visualisations to elucidate the landscape of pertinent research. Advanced bibliometric techniques, particularly the use of the VOSviewer, were used to generate intricate network maps and conduct in-depth evaluations of the bibliometric data. Bibliometric analysis showed that there are several key trends in the digital evolution of education. Patterns in the adoption and dissemination of specific keywords were observed, shedding light on prevalent themes and areas of focus within the discourse on Education 4.0. Prominent keywords that recurrently appear in the literature were identified, reflecting the core concepts and concerns driving scholarly inquiry in this field. Furthermore, significant insights into the geographic distribution of research efforts were revealed, highlighting the leading nations contributing to the discourse on Education 4.0. Additionally, the most influential academic institutions and journals were identified, underscoring their role in shaping and disseminating knowledge in this domain. By presenting these bibliometric findings, a deeper understanding of the evolving landscape of digital education is facilitated, providing valuable information for researchers, policymakers, and educators alike. The originality of this paper lies in its comprehensive bibliometric approach, providing a nuanced understanding of the digital shift in education and offering fresh insights for future research.

Technological advancement and the advent of the internet led higher education institutions to transform from open and distance learning (ODL) to ODeL. The University of South Africa was the first university in Africa to offer distance education since 1946. Its success inspired other African countries like Zimbabwe and Botswana to establish Open and Distance Learning universities. In Eswatini, the Ministry of Education and Training policy of 2018 calls for the introduction of ODL in all existing and new institutions of higher learning. The policy however does not have guidelines on ODL implementation. In the interim Eswatini does not have a fully-fledged open and distance learning university. The study was conducted to explore how teacher training institutions in Eswatini implemented ODeL under the prevailing circumstances. The findings revealed that ODeL was introduced in teacher training institutions as a reactive measure to mitigate the COVID-19 lockdown that restricted students and lecturers from accessing campuses. Institutions were not ready to deliver programmes through the ODeL model. It recommended that institutions should use a blended learning approach while building capacity to gradually introduce ODeL, and train their students and staff on e-learning knowledge and skills. The Ministry of Education and Training should enact a policy with guidelines and a framework for implementing ODeL, and the government should build an open and distance learning university to align with other countries.

Abstract Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning.

The purpose of this study is to explore the mediating role of satisfaction on attitude and usage continuity of higher education students in National Assessment and Accreditation Council accrediated institutes in India in the context of an elearning environment. To investigate the issue, we collected data from 634 students in the elearning enviroment. The data were collected from a self-administered online questionnaire and analysed using the Smart SmartPLS 4 software program to validate the stated hypotheses. The indicators revealed that there is a good model fit between measurement model and the data (SRMR = 0.056, d_ULS = 0.375, d_G = 0.166, and NFI = 0.924). We used inferential statistical approaches to test the consistency and validity of the suggested measurement and structural model. The analysis revealed that attitude has an effect on usage continuity with a P value of 0.000. With a P value of 0.000 and VAF of 87%, the results also suggested that satisfaction can operate as a full mediating variable (indirect only mediating variable type) in the association between attitude and usage continuity.This study highlights the function of satisfaction in the attitude and usage continuity relationship, which has previously been investigated separately and only partially. The results of our research offer new insights into how higher education institutions can promote continuance satisfaction in order to continue students in elearning. [ABSTRACT FROM AUTHOR]

Asynchronous online learning has grown in popularity due to its flexibility in providing higher education access to learners regardless of distance, transportation, and scheduling constraints. However, for successful online learning, students must adapt and intensify the self-regulated learning (SRL) skills they developed in face-to-face settings to the context of the online learning environment. SRL is the process by which students plan, complete learning activities, and evaluate their independent knowledge-building practice. Studies have associated higher education retention with SRL, suggesting the need for SRL-supportive features in online courses. However, current literature lacks universally applicable instructional design interventions to foster learners' SRL skills across disciplines. This study uses qualitative methods to investigate student perceptions of a reflective SRL intervention in an online biology course in a United States community college. The intervention included weekly self-reflection and post-exam goal-setting prompts followed by instructor feedback. Textual analysis of student reflections confirmed students' enactment of SRL during the intervention. Additionally, surveys and email interviews showed that students viewed the reflective intervention as a communication strategy and a means of receiving support from their instructor. This finding provided insight into the impact of the intervention on transactional distance. This study recommends reflective prompts as a beneficial practice in online courses and proposes further research to better understand the benefits of reflection on the learning process across educational disciplines. The easy-to-implement intervention is described for the consideration of other practitioners. [ABSTRACT FROM AUTHOR]

This study determines the critical success factors for students and academic staff when applying and evaluating online delivery methods in colleges and universities in Kuwait. The recently implemented eLearning systems and methods in the country, due to the COVID-19 pandemic, are evaluated and the perception of the eLearning system is gauged. Targeted surveys are distributed to a representative sample of undergraduate engineering students and academic staff. The following critical success factors are considered: benefits of the eLearning system, educational system quality, information quality, instructor quality, learner quality, service quality and technical system quality. Results show that there is a correlation between the perceptions of students and academic staff, particularly regarding instructor quality, information quality and benefits of the eLearning system. Both groups of respondents agreed on the high importance of instructor quality and the low importance of benefits. [ABSTRACT FROM AUTHOR]

Online anatomical resources are rising in popularity since the COVID‐19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence‐informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text‐based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross‐sectional study comparing the learning gain of using text‐based and video resources was done. The knowledge gain and retention were compared between groups using a pre‐teaching and post‐teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69–0.82). The cross‐sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0–67.7%) versus text resources 49.6% (n = 23, CI 39.1–60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2–49.0%) versus text‐based 40.0% (n = 13, CI 23.9–56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text‐based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face‐to‐face teaching. [ABSTRACT FROM AUTHOR]