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The transition to virtual learning formats during the COVID-19 pandemic necessitated substantial curricular adjustments to the University of Hawai'i John A. Burns School of Medicine. This study compares student satisfaction and academic performance between the pre-pandemic (up through March 25, 2020) and pandemic (after March 25, 2020) periods. Standard end of course surveys for first year (M1) and second year (M2) courses and exam scores were compared between the pre-pandemic and pandemic groups. The median exam scores for problem-based learning generally increased for M1 and M2 courses during the pandemic, whereas Anatomy scores showed variability with some declining and some remaining stable or inclining. End-course evaluations indicated a significant decrease in student-perceived effectiveness for PBL, Lecture and Anatomy during the initial pandemic period. However, survey ratings for the learning environment improved in later courses, suggesting adaptation over time. Notably, Anatomy exam scores and course ratings improved significantly later in the pandemic which may be attributed to the development of virtual resources and early introduction of in-person sessions. This study provides insight into the dynamic effects of the pandemic on medical education, enhancing understanding of student experiences and academic outcomes during this challenging time. This study underlines adaptations in the curriculum that were effective, highlighting the resilience of the curriculum and students in maintaining quality education during the pandemic. [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.)

Background: Correctly, performing breast self-examination (BSE) has an important role in the early diagnosis of breast cancer and prevention of women's mortality due to it. The present study aimed to investigate the effect of virtual education programs on breast self-examination, self-efficacy, and skills. Methods: This quasi-experimental study was conducted on 146 women who were 18–59 years old (73 in each intervention, and control group) working in Fars Oil Industry. Data collection tools included the researcher-made knowledge questionnaire (10 items), the self-efficacy questionnaire of Champion and Scott (10 item), and Wood’s breast self-examination skill questionnaire (23 items). The participants were selected by systematic random sampling and divided into intervention and control groups through Permuted blocks randomization. A four-week virtual educational interventions were conducted for the intervention group through the WhatsApp messenger by sharing educational videos, booklets, and posters. The control group received no education. The questionnaires were completed by both groups, before and two months after the intervention. Data were analyzed in SPSS version 22 using frequency descriptive statistics, independent t-test, and paired t-test. Results: The knowledge mean scores showed no significant differences in participants in the two groups before and after the intervention. The mean score of self-efficacy increased significantly, in both the intervention (p < 0.001) and control (P = 0.025) groups. After the intervention, the mean scores of BSE skills in the intervention group were significantly (p < 0.001) higher than the control group. Conclusion: Virtual education using social networks alone is not able to increase and improve all aspects of BSE skills sufficiently. [ABSTRACT FROM AUTHOR]

Copyright of Neutrosophic Computing & Machine Learning is the property of Multimedia Larga 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.)

Abstract Background Correctly, performing breast self-examination (BSE) has an important role in the early diagnosis of breast cancer and prevention of women's mortality due to it. The present study aimed to investigate the effect of virtual education programs on breast self-examination, self-efficacy, and skills. Methods This quasi-experimental study was conducted on 146 women who were 18–59 years old (73 in each intervention, and control group) working in Fars Oil Industry. Data collection tools included the researcher-made knowledge questionnaire (10 items), the self-efficacy questionnaire of Champion and Scott (10 item), and Wood’s breast self-examination skill questionnaire (23 items). The participants were selected by systematic random sampling and divided into intervention and control groups through Permuted blocks randomization. A four-week virtual educational interventions were conducted for the intervention group through the WhatsApp messenger by sharing educational videos, booklets, and posters. The control group received no education. The questionnaires were completed by both groups, before and two months after the intervention. Data were analyzed in SPSS version 22 using frequency descriptive statistics, independent t-test, and paired t-test. Results The knowledge mean scores showed no significant differences in participants in the two groups before and after the intervention. The mean score of self-efficacy increased significantly, in both the intervention (p

This article analyzes the relationship between emotional intelligence (EI) and academic performance in university students, particularly in virtual education contexts, and examines how EI functioned as an adaptation factor during the COVID-19 pandemic. The methodology was based on a document review, with scientific articles on the interaction between emotional skills and performance in online learning environments selected through the PRISMA method. The results indicate that EI plays a fundamental role in managing emotions such as stress and anxiety, factors that significantly impact academic performance in the virtual modality. It was found that students with high levels of EI demonstrated greater adaptability, emotional stability, and self-regulation, positively contributing to their academic achievements despite the challenges of remote learning. The conclusions highlight the importance of implementing EI development programs in universities, for both students and instructors, with the aim of strengthening emotional well-being and improving academic outcomes in higher education. EI not only facilitates the learning process but also enhances resilience and intrinsic motivation, which are essential in a context of uncertainty and constant change. [ABSTRACT FROM AUTHOR]

Background: Youth starting Omnipod 5 (OP5) can onboard with a diabetes educator or self-start with support from online, industry-provided educational modules. We compared glycemic control and pump interaction by training type among youth initiating OP5. Methods: This retrospective review included 297 youth with type 1 diabetes (T1D) aged <22 years initiating OP5. We analyzed baseline continuous glucose monitor (CGM) data and pump and CGM data from the first 90 days of OP5 use. Multilevel mixed-effects regression assessed for changes in time in range (TIR) from baseline to 90 days by training type. Results: Of youth initiating OP5, 42.4% trained with a diabetes educator and 57.6% self-started. At baseline, self-starters had a longer T1D duration (5.0 (2.6,7.9) vs. 2.5 (1.3, 5.5) years, P = 0.001), more time <54 mg/dL (0.3% (0.1,1) vs. 0.15% (0,1), P = 0.01), and a higher coefficient of variation (40.2% (37, 44.4) vs. 38.7% (34.4, 42.4), P = 0.004). After 90 days of OP5 use, groups did not differ in time in automated mode or boluses per day. In a longitudinal model, after adjusting for baseline TIR and T1D duration, 90-day TIR was 10.5%-points higher (CI: 9.2–11.8, P < 0.0001), positively associated with baseline TIR (β = 0.82, CI: 0.78–0.85, P < 0.0001), and 1.1%-points greater among self-starters (CI: 0.06−2.2; P = 0.04). Conclusions: After 90 days of OP5 use, glycemic control and pump interactions were minimally different between youth who self-started and those who trained with a diabetes educator. For youth at a tertiary care center previously using an Omnipod system, online educational modules offered by industry provide sufficient training for use. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through indepth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education. [ABSTRACT FROM AUTHOR]

Education in its historical course has been developing various ways of teaching and learning, some of these being identified as educational models. In recent decades, there has been an inclusion of technologies, which have burst into all social settings, without leaving education out. Thus, they can be recognized in the wide range of educational models, those that have been marked by technology and that are identified as virtual teaching models. Even though the proposals have a point in common, marked by the use of information and communications technologies as the main support, there are several characteristics that have typified each one. Taking the above into consideration, the purpose of this article is to carry out an analysis of the main models of virtual education and how these have impacted secondary education, taking the area of Mathematics as a case study. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this research was to explain critical thinking in electronic education. Method: The qualitative research aimed at analyzing the importance of critical thinking skills in improving students' virtual education learning with a descriptive-interpretive approach sought answers to the following 2 questions: 1- How do students describe their learning experiences with critical thinking in virtual education? 2- What changes has the critical thinking skill made in learning the virtual education of students? The data collection tool was an open-ended interview with 12 of the 98 incoming student teachers, with targeted sampling and the research location of the Faculty of Teacher Education, Farhangian University of Ardabil, who had studied with virtual education. Findings: Analysis of the findings, after implementing the experiences and interviews of the students and the components obtained from the open and central and selective coding with 6 components (self-knowledge - spirituality - media literacy - receptivity to criticism and criticism - pluralism - cognition and metacognition). Conclusion: of the following 3 themes according to the elements of the national curriculum and the goals of education as follows: 1- Communication with oneself 2- Communication with God 3- Communication with creation It could be used in educational systems and the positive and negative consequences in learning and education in order to be successful in learning, and it is necessary that the virtual learner is not limited to education, but must be a critical thinker or acquire educational skills and abilities during his education. to find Also, virtual learning, like face-to-face learning, could improve the depth of students' learning by using critical thinking skills to achieve learning strategies and cognitive and metacognitive skills. [ABSTRACT FROM AUTHOR]

Background & Aims: Since the onset of the Coronavirus disease 2019 (COVID-19) pandemic, there has been a significant opportunity to leverage virtual platforms for communication and dissemination of knowledge. An online survey was conducted to examine the viewpoints of World Gastroenterology Organization (WGO) leaders concerning the necessity, primary priority areas, and implementation strategies for a virtual global gastroenterology educational program. Methods: We conducted a survey of leaders of WGO member societies to assess their opinions on creating opportunities for global education using virtual platforms, identifying practical implementation steps and priority educational areas. Results: Responses were obtained from 57/117 (48.7%) contacted leaders with 56/57 (98.2%) identifying such a need. Five mutually exclusive priority educational topics were proposed in the survey: clinical gastroenterology, endoscopy, nutritional support, research methodology, and professional development. Overall, most participants prioritized clinical gastroenterology (45/57; 78.9%) and endoscopy/hand skills (27/57; 47.3%) as educational topics to be addressed by the virtual global gastroenterology educational program. A majority of WGO member society leaders surveyed favored monthly teaching activities (33/57; 57.8%), ideally carried out between 1500-2100 local time (31/57; 54.3%), ideally with no administrative fees (47/57; 82.4%). Conclusions: This truly global survey of WGO member societies achieved a good response rate and provides important insights into the need for and scope of future virtual education programs under the aegis of the WGO. [ABSTRACT FROM AUTHOR]

BACKGROUND: Due to the changing environment and responding to the needs of the society, change in the traditional education system is inevitable. Also, the occurrence of events such as the COVID-19 pandemic showed that the existence of a virtual education system to prevent the cessation of education is the need of today's society. OBJECTIVE: This study aimed to investigate the students' experiences of virtual education in Iranian universities of medical sciences during the COVID-19 pandemic. METHODS: This qualitative study was conducted on 28 students studying in Iranian universities of medical sciences from October 2021 to January 2022 to investigate their experiences of virtual education during the COVID-19 pandemic. The participants were selected by purposive sampling. An interpretive phenomenological approach and semi-structured, face-to-face, in-depth interview were used to collect the data. The data were analyzed by Colizzi's seven-step method. RESULTS: Students' experiences of virtual education during the COVID-19 pandemic were categorized into three themes and seven sub-themes, including the strengths of virtual education (sub-themes: individual and educational dimensions), the weaknesses of virtual education (sub-themes: infrastructural, educational, tests and assignments fields), and suggestions to improve virtual education (sub-themes: infrastructural development and educational planning). CONCLUSION: According to the study results, the virtual education during the COVID-19 pandemic led to students staying away from the crowded centers. However, some weaknesses were also mentioned by the participants. Therefore, by anticipating requirements and needs, planning and policy making, and seriously reviewing human, financial, and support resources, virtual education can be developed and used as a supplement to face-to-face education in the future. [ABSTRACT FROM AUTHOR]

Purpose: School libraries, as key centers in the learning process, face significant weaknesses in engaging and involving students. Consequently, many students distance from libraries, leading to a weak learning process and a decline in the quality of virtual education. The purpose of this research is to determine the role of school libraries in fostering student engagement within the context of virtual education. Method: The approach of the current research is qualitative and its method is meta-synthesis. The research population consists of 95 articles about the role of school libraries in student engagement in the process of virtual education, which were published in reputable scientific journals between 2000 and 2023. The research sample includes 50 articles that were purposefully collected and selected based on thematic analysis. Data were collected from the qualitative analysis of the studied articles. Findings: Data analysis identified six key roles for school libraries in enhancing student engagement: accessibility of content and tools, information consultation and reference services, teaching information and media literacy, professional development for teachers, teacher collaboration and communication, and integration of new technologies. These roles are associated with educational strategies that can foster student engagement. This study found that school librarians collaborate with classroom teachers to plan student homeworks and conduct collaborative teaching and assessment. Previous research has also highlighted the importance of cooperation between school librarians and teachers. Librarians can share their expertise in emerging technologies with teachers and, through their teaching partnerships, guide educators towards tools and platforms that can be effectively integrated into lessons. Moreover, effective professional development can empower teachers to become technology leaders. Regarding the tools, knowledge and support necessary for teachers in virtual education, educators can enhance their ability to apply skills and knowledge in emerging and advanced technologies. These technologies enable them to locate, evaluate and ethically use information. To strengthen the study, specific examples relevant to educational goals should be provided. On the one hand, the present study showed that content/technology, student and teacher are the three main elements of virtual education. On the other hand, engagement is the main goal of education in the 21st century. Educational engagement is the concept of active participation of students in the education process and an important factor in educational progress, which is associated with the emotional components of passion, motivation and energy. In other words, educational engagement is the quality of effort that students spend on purposeful educational activities that lead to improved learning achievement. Also, in all educational courses, especially in the virtual education process, interaction can increase the efficiency and effectiveness of the educational process and, as a result, engage students. The school library plays an important role in creating a bridge between students and teachers and content, as well as engaging students. A school library can create a communication bridge through information literacy education. Student relationships with the library are enriched through multimedia assignments that enhance student learning. Technology creates more opportunities to deepen student engagement with the library through more and more meaningful contacts with librarians. In all the roles played by the school library, including teacher, consultant, information specialist, and leadership, the basic role of the school library is the relationship builder. Therefore, school library efforts should be focused on helping to create a supportive culture that fosters student success and learning, because active and engaging libraries play a vital role in education. Originality/ Value: This research has comprehensively examined the role of school libraries in fostering student engagement within the context of virtual education. The findings of this study can serve as a valuable resource for administrators, teachers and librarians seeking to understand the significance and function of school libraries in the field of virtual learning. This research offers a novel contribution by comprehensively examining the multifaceted role of school libraries in fostering student engagement within the virtual education landscape. By employing a qualitative meta-synthesis approach and analyzing a substantial dataset of articles, the study identifies six key functions of school libraries in promoting student engagement, expanding upon previous research. Moreover, the research underscores the critical importance of school librarians as collaborative partners with teachers in creating the engaging and effective virtual learning environments. This study fills a knowledge gap by providing a deep understanding of the strategies and practices implemented to enhance student engagement through school library services, ultimately leading to improved educational outcomes. Given the high cost of information resources, inadequate infrastructure and limited school budgets, it is recommended that non-governmental organizations provide support to strengthen and develop school libraries. [ABSTRACT FROM AUTHOR]

Copyright of Voces y Silencios is the property of Universidad de los Andes 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 pioneering study evaluates the digital divide and advances in virtual education (VE) and e-learning research in the Global South Countries (GSCs). Using metadata from bibliographic and World Bank data on research and development (R&D), we conduct quantitative bibliometric performance analyses and evaluate the connection between R&D expenditures on VE/e-learning research advances in GSCs. The results show that 'East Asia and the Pacific' (EAP) spent significantly more on (R&D) and achieved the highest scientific literature publication (SLP), with significant impacts. Other GSCs' R&D expenditure was flat until 2020 (during COVID-19), when R&D funding increased, achieving a corresponding 42% rise in SLPs. About 67% of 'Arab States' (AS) SLPs and 60% of citation impact came from SLPs produced from global north and other GSCs regions, indicating high dependence. Also, 51% of high-impact SLPs were 'Multiple Country Publications', mainly from non-GSC institutions, indicating high collaboration impact. The EAP, AS, and 'South Asia' (SA) regions experienced lower disparity. In contrast, the less developed countries (LDCs), including 'Sub-Sahara Africa', 'Latin America and the Caribbean', and 'Europe (Eastern) and Central Asia', showed few dominant countries with high SLPs and higher digital divides. We advocate for increased educational research funding to enhance innovative R&D in GSCs, especially in LDCs. [ABSTRACT FROM AUTHOR]

Background and Objectives: Virtual education has flourished during the COVID-19 pandemic. This study was carried out in order to determine the satisfaction of lecturers from virtual education during the COVID-19 epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021. Materials and Methods: In this descriptive study, the research population consisted of 100 teachers who taught in the mentioned faculties in 2020-2021. The data collection tool was a researcher-made questionnaire that was compiled by at least 10 experts in the field of education and investigated using content validity ratio (CVR) and content validity index (CVI). Data were analyzed using independent t-test, one-way analysis of variance, and Tukey's post hoc test. Results: 41 people (41%) of the teachers stated that they continue virtual education after the COVID-19 epidemic and 89 people (89%) considered the speed of the internet as the most important problem of virtual education. The average satisfaction score in the age group of 30-40 years and in the teaching experience of less than 5 years and the scientific rank of professor was significantly higher than the average score of other groups (p<0.05). Conclusion: The findings of the study showed that the overall satisfaction of teachers with virtual education is at an average level. From the teachers' point of view, some aspects of virtual education including the level of interaction with the student, providing and receiving feedback, and formative and cumulative evaluation of the student need to be improved. Therefore, upgrading the infrastructure and empowering teachers to improve the quality of virtual education seems necessary. [ABSTRACT FROM AUTHOR]

To describe and analyze how Extension nutrition educators in one state system transitioned from primarily face-to-face to virtual nutrition education programming. This exploratory case study gathered data through nutrition educator interviews, virtual program delivery guides, and nutrition educators' program impact statements. Southeastern State Extension system in late 2022. The sample included 15 participant interviews, multiple virtual program delivery guides, and 43 program impact summaries. The use of Cultural Historical Activity Theory as a framework to explore educators' learning process with virtual program delivery and how this learning influenced community nutrition program delivery choices. Qualitative data was analyzed with ATLAS.ti using a priori coding. Two key findings emerged from the data: educators were more likely to deliver programs in a virtual setting when the programs aligned with their values and skills, and educators preferred flexible program curricula and delivery guides because it allowed them to address their community's specific needs. Educators plan to continue to deliver certain community nutrition programs virtually. Future research is needed to explore additional perspectives on virtual delivery, such as program participants and state program managers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Daena: International Journal of Good Conscience is the property of Spenta University Mexico 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.)

Architecture education is very important in the education of future architects and is defined by the combination of practical and theoretical coursework. Due to the pandemic conditions, online education is one of the available options for education. which faces many challenges. However, due to the prevalence of virtual education in the world, due to the corona disease in the world and the need for communication between the scientific fields and practical education, it is faced with the adverse effects in the form of numerous challenges and shortcomings. The purpose of this research is to extract concepts and dimensions. And the components of the challenges of online education of architectural design. Methods: This research is practical in terms of purpose. The research method used is a qualitative method, which was done with content analysis and coding of data collected by 12MAXQDA software. Then, from among the challenges based on the sub-components of online education challenges, the coding process is divided into two sections: general challenges; online education and specific challenges; Architectural design is taught online. Findings: Based on the review of 732 free codes in 26 code-oriented categories, 7 main concepts were reached, which include the challenges of the educational environment and educational facilities; the challenge of students' psychology; the impossibility of correction and solving students' problems; weakness in the way professors evaluate students' learning. For architectural design, the lack of understanding of the design concept and the students' ability to analyze and be creative to implement the design, the weak educational program and the content of intensive courses, and the weakness of the electronic infrastructure. Conclusion: According to the findings for these 26 code-based online architectural design training courses, which are based on various and different challenges, and improving its quality will increase the quality of virtual courses and requires a serious look for the training of future architect engineers. [ABSTRACT FROM AUTHOR]

In the past five years, the number of virtual American Sign Language (ASL) classes has dramatically increased from being a novel option to being a common course delivery mode across the country. Yet, little is known regarding virtual ASL course design and the implementation of evidence-based practices. Overarchingly, this programmatic case study sought insight from a small population of experienced virtual ASL teachers who had been teaching ASL online prior to the crisis teaching phenomenon that has laid the foundation for virtual ASL as it stands today. More specifically, the qualitative design utilized questionnaires, semi-structured interviews, member checks, and document reviews of five teachers who had been teaching ASL virtually to K-12 students prior to the onset of the COVID-19 pandemic. Rich qualitative data, analyzed through directed and summative content analysis, revealed many themes specific to virtual ASL education, including differences from traditional ASL instruction, specific job responsibilities, limitations, advantages, disadvantages, and suggestions for improvement. Additionally, aligning with previous literature, we explored teacher, student, and programmatic characteristics that were perceived to be conducive to virtual students' success. Finally, all participants expressed broader concerns that continue to exist in the field of ASL education. Implications for stakeholders, including K-12 ASL students, their families, teachers, administrators, and teacher training programs are addressed, followed by suggestions for future research. [ABSTRACT FROM AUTHOR]

In response to the documented challenges to providing adequate radiotherapy services to its population, the Ethiopian government has embarked on a plan to augment such services. In tandem with the need for the required equipment is the need for qualified staff for its safe operation. Twinning collaborations between low (LIC) and high income countries (HIC) have been proven effective for improving health care services and outcomes. In this short communication, organizers of a virtual professional development program for radiation therapy staff, from Tikur Anbessa Specialized Hospital (Ethiopia, LIC) and Princess Margaret Cancer Centre (Canada, HIC) reflect on the experience and suggest ideas for increasing value and impact.

Objectives Falling can have significant negative consequences on the health and quality of life of older adults. This study aims to assess the effect of online self-care education on the knowledge, attitude and practice of older adults in preventing falls at home. Methods & Materials This is a quasi-experimental study with a pre-test/post-test/follow-up design that was conducted on 120 people aged ≥65 years referring to comprehensive health centers in the south of Tehran, Iran, in 2021. A researcher-made questionnaire was completed by the participants before, immediately after, and three months after the intervention. The intervention was a virtual self-care educational program for fall prevention at home. Data analysis was done in SPSS software, version 26 using descriptive statistics (such as Mean±SD) and analytical tests including independent t-test, Mann-Whitney U test, and chi-square test. Results About 22% of the elderly had a history of falling in the past year. Immediately after the intervention, the mean scores of knowledge, attitude, and practice were 18.39±2.86, 14.99±2.51, and 13.76±3.1, respectively, which were significantly higher than the pre-test scores (P

The emergence of Metaverse from the realms of science fiction into a tangible reality marks a transformative epoch in the digital landscape. Avatars, serving as digital embodiments of users, wield significant influence over educational interactions within this burgeoning virtual realm. This qualitative study embarks on an exploration of how avatar design shapes the landscape of virtual education within the nascent Metaverse. Structured interviews were conducted with a diverse cohort of 20 participants, comprising equal representation of 10 males and 10 females from varied educational backgrounds. Through these interviews, the research utilized qualitative analysis methods (namely as thematic coding) and delved into the nuanced perspectives of participants regarding the impact of avatar design on their learning experiences. Findings unveil the multifaceted role of avatars in online interactions, with attributes such as gender, facial features, and attire emerging as pivotal design elements. Participants' individual personalities and external influences wielded significant sway over their avatar choices, while varying emotional connections translated into preferences for either professional demeanor or self-expression within the virtual educational landscape. Amidst mixed opinions surrounding the educational efficacy of avatar design, some participants foresee heightened engagement, while others express skepticism. Despite acknowledging the socialization benefits, lingering uncertainties persist regarding the Metaverse's efficacy as an educational tool. Preferences regarding avatar promotion and customization exhibit variance, with prevalent concerns revolving around privacy and data security. Furthermore, the comprehensive data analysis of participants' demographics revealed a diverse cohort, encompassing individuals from various countries, academic disciplines, and scholastic years. This multifaceted approach facilitated a comprehensive exploration of avatar preferences and user experiences, enriching the study's findings and enhancing its applicability across diverse educational contexts.

Abstract The aim of this study was to determine the challenges and opportunities of virtual education during the COVID-19 pandemic. This study was conducted in 2022–2023 with a mixed method. During the quantitative phase, we chose 507 students from Mazandaran Province medical universities (both governmental and non-governmental) by stratified random sampling and during the qualitative phase 16 experts were collected by purposive sampling until we reached data saturation. Data collecting tools consisted of questionnaires during the quantitative phase and semi-structured interview during the qualitative phase. Data was analyzed using SPSS21 and MAXQDA10. Mean scores of the total score was 122.28±23.96. We found a significant association between interaction dimension and background variables (P

Background and Aim: Students' learning during their study period is one of the most important educational goals in the universities. During the corona pandemic, universities were forced to change traditional methods and turn to virtual education. However, this new method had not been investigated comprehensibly. Therefore, we conducted this study to compare the learning efficiency of students in virtual versus face-to-face education during the outbreak of the corona pandemic in the faculties of health and paramedicine of Gonabad University of Medical Sciences. Materials and methods: This cross-sectional study included 210 students with different disciplines via convenient sampling. For data collection we used a two-part questionnaire: demographic data including nine questions and a standard learning efficiency questionnaire consisting of 45 questions. Data were entered into SPSS version22 software and analyzed by appropriate statistical tests. Results: The mean scores of learning efficiency in face-to-face and virtual training were 165.96 ± 32.07 and 104.79 ± 25.39, respectively, and there was a statistically significant difference between the two training methods (P=0.000). Based on the Wilcoxon test, the total score of learning efficiency and all indexes in the questionnaire were significantly higher in the face-to-face training group compared to those in the virtual training group (p

This descriptive study was conducted to assess the level of challenges and approaches from traditional education to virtual education among selected private schools in Baguio City for the school year 2020 - 2021 in the aspects of instruction, psychology, and resources which became the basis for a proposed framework for private schools from the shift to traditional education to virtual education. This study covered the population of 107 teachers and 14 principals who experienced the transition of traditional education to virtual education in selected private schools. Mean, ranking, and Pearson correlation were used as statistical tools to quantify the data. It utilized survey questionnaire which was adopted from Reimers and Schleicher, QuestionPro, the Hanover Research and Council Creative Commons Attribution 4.0 International License. Themes were identified from the qualitative responses. The findings of the study revealed that the teachers experienced high level of challenges in the transition from traditional education to virtual education. It is also interesting to know that the teachers also observed high level of approaches in the transition from traditional education to virtual education. Findings imply that there was no significant relationship between the challenges experienced to the observed approaches by the teachers to the transition from traditional education to virtual education. It revealed that the approaches executed in the transition were just enough to aid the challenges in the transition from traditional to virtual education. This study, thereby, recommends to reinforce school transitions on learning modalities, inventory of school resources, planning for school marketing, online distance learning, curriculum evaluation, teachers' training according to the educational trends, improving facilities, data privacy, and improvement of buildings and laboratories to advance schools in the new normal. [ABSTRACT FROM AUTHOR]

Social belonging, social connectedness, and engagement are aspects of the community of practice theoretical framework and have been shown to be important factors for well-being in residency education and retention. These factors for curricular design can be challenging to measure and achieve, especially in a virtual setting, however. The authors designed Internal Medicine Trivia Thursdays (IMTT) as an online residency-wide weekly trivia activity, using a chat-based platform to engage virtually with residents in the program. The main goals were to encourage learning through review of medical knowledge topics and to study outcomes for social connectedness in a large academic residency program with rotations across four hospital sites. Objectives: For residency programs rotating at multiple sites, building a strong community can be challenging when house staff are geographically separated. Medical educators have had widespread use of technology to create virtual classrooms, discussion boards, and other activities. Less is known, however, about smaller-scale use of technology such as longitudinal use of chat to engage learners. We developed a chat-based trivia activity using social media tools to promote learning, community, and belonging in a large multisite residency program. Methods: Residents in our large academic program were invited to participate in a question-based activity called Internal Medicine Trivia Thursdays (IMTT) via the chat application GroupMe. Three to five questions were asked of all of the participants using a multimedia format. Question content included topics from the residency didactic curriculum and trivia about program leadership. A voluntary, anonymous survey on the effect of the activity on learning and belonging was sent to all of the residents at the end of the academic year. Results: Of the 224 residents, there were 48 survey respondents (21.4% response rate). When asked about overall satisfaction with the program, 43.8% (21/48) of all of the respondents reported feeling "somewhat satisfied" or "very satisfied." Residents who frequently participated in Internal Medicine Trivia Thursdays experienced greater excitement about learning and a greater sense of community compared with those with infrequent to no participation. Conclusions: Our intervention used a theoretical framework of connectivism to design a virtual learning activity to engage residents, as well as to foster community among residents and between residents and program leadership. We believe this virtual learning experience is low cost and feasible, requiring mostly facilitator time. This study also contributes to the literature by evaluating outcomes related to social belonging and engagement. Future iterations should aim to optimize the methods of delivery by considering user-friendliness and the ability to opt out of the activity. [ABSTRACT FROM AUTHOR]

This essay problematizes the premise that the virtualization of educational and cultural services is an innovative strategy that allows the inclusion of diverse people, groups and communities that cannot fully exercise their right to culture and education. To this end, it starts by making visible the assumptions of truth that sustain both the position that defends that digital technologies contribute to inclusion, and the position that argues the opposite. From this, some examples of virtualization practices will be presented, analyzing their levels and the implications of the many ways of presenting the contents and their design to allow (or not) participation. It is concluded that the virtualization of educational and cultural services cannot be considered by itself an innovative strategy for inclusion if the virtual options to which the people to be included have access only allow the passive consumption of content and the subjects do not have the possibility of adapting them to their interests and capacities, so the key is to generate the conditions for participation based on more flexible and adaptable content and structures. [ABSTRACT FROM AUTHOR]

The relevance of the study lies in the necessity to investigate the psychoemotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and openended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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.)

Copyright of MLS Educational Research is the property of MLS Journals S.L. 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.)

Today, the world of education has shifted its focus from teaching to learning, and such an approach is achieved due to the vast knowledge of rich technology. This applied and developmental research has been conducted with the approach of facilitating and increasing the understanding of learners, so in this study, we intend to explain the importance of software in face and virtual education and its impact on understanding mathematical concepts. In the following, we introduce one of the most widely used software in mathematics education, called GeoGebra, and also pictures of textbooks that help with this software in its Android version, run by mobile phone to learn more about its environment and how to work with this software. This article is applicable to elementary teachers, secondary school teachers, students, math students and those who are involved in the production of mathematical content in some way. [ABSTRACT FROM AUTHOR]

Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones 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 and Objectives: The digital divide, like other social divides, forms a kind of social inequality. This form of social divide is the gap in access to digital tools and digital skills. Inequalities in access to digital tools and knowledge and skills can increase social and educational inequalities by transferring students from school to the labor market, and also affect the rate of migration from rural to urban areas. As schools resume education and restrictions are lifted, understanding how developing digital skills during the Covid-19 pandemic may exacerbate social and educational inequalities for some students is becoming more important. Because students in the same classrooms may have different learning. In fact, the extent to which citizens benefit from digital and media tools determines their position and place in the society and the spatial structure of the village and city. Therefore, the main goal of this research was to investigate the digital divide of virtual education of students in Alborz province during the Covid-19 pandemic. Methods: The current research was practical in terms of purpose and descriptive-analytical research in terms of the nature and method and was a documentary-field study in terms of data collection. The statistical population of the present study included the students of the central part of Karaj city in 1400, a questionnaire was used to collect the necessary information, the required data was obtained by completing 196 questionnaires and using the stratified sampling method. In the current study, the digital divide was measured with four levels of physical access, skill access, how to use computers and the Internet, and the level of motivational access. Kolmogorov-Smirnov and Shapiro-Wilk tests were used to check the normality of data distribution, and non-parametric Kruskal-Wallis and Mann-Whitney tests were used to check the mean comparisons. The studied sample included government schools, private schools, gifted students' schools and board of trustees. Findings: The results showed that there was a significant difference among students in terms of access to virtual learning opportunities during the covid-19 pandemic. Rural students compared to urban students had a higher gap in all four levels of physical access, skill, usage and motivation. Also, according to the findings, there was a significant statistical relationship between the geography of the place of residence and the challenges of online learning in the four levels of access mentioned. It was also observed that students who study in governmentschools have a significantly higher digital divide than the students who study in other schools. The results showed that the level of parents' education has a statistically significant effect on the digital gap of students, and female students have a smaller digital divide compared to male students. Conclusion: According to the results of this study, it is suggested that the current and future political efforts should be made with the aim of supporting rural students with disadvantaged social and economic backgrounds so that they not only physically access the Internet and other digital tools, but also acquire the necessary skills to learn and use the Internet. These solutions can be a tool to reduce social inequalities in education in different geographical areas. The digital divide can weaken the social wealth and even erode it. If it is not resolved or at least not reduced, it may have harmful economic, cultural, social and political effects for the rural society. Therefore, it is suggested that by developing the infrastructure and increasing the level of digital literacy of students, the ground will be prepared for the reduction of digital divide. Also, it is necessary to make political efforts with the priority of supporting rural students with disadvantaged social and economic backgrounds to be a tool to reduce the digital divide. [ABSTRACT FROM AUTHOR]

Background: The integration of information technology into educational systems represents a dynamic educational paradigm that delineates modern education for effective engagement in the third millennium. However, prior to its implementation, efforts should be directed towards identifying the factors influencing its acceptance and utilization. Objectives: The present study aimed to investigate the factors influencing the acceptance of e-learning among professors and students of macro medical sciences universities in the third region based on the Davis model in the year 2023. Methods: This study employed a cross-sectional design. The research instrument consisted of a 25-item Davis questionnaire utilizing a 5-point Likert scale, which was distributed to the samples both in person and virtually following validation and reliability confirmation by experts and a pre-test. The study population comprised 308 professors and 400 students from macro medical sciences universities in Macro Region 3. Data analysis utilized descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlation, analysis of variance, and related tests), using SPSS software version 19 and LISREL software for Structural Equation Modeling.Modeling. Results: Data analysis revealed that the structural model of acceptance of electronic learning technology among the students of the University of Medical Sciences in Macro Region 3 is appropriate and applicable in the academic community. The variable of ease of use on attitude towards use demonstrated a coefficient of 0.41 and a T score of 7.16, while the variable of usefulness on decision to use showed a coefficient of 0.46 and a T-score of 6.31. Additionally, usefulness on attitude towards use displayed a coefficient of 0.49 and a T score of 5.92. Moreover, the variable of attitude towards use on decision to use had a coefficient of 0.47 and a T score of 5.65. Finally, the variable of decision to use on use exhibited a coefficient of 0.49 and a T score of 6.42. Conclusions: Conducting preliminary studies to comprehend the current landscape and elucidate the influencing factors in this regard can facilitate the implementation of related programs and pave the way for their efficacy. Moreover, it is advisable for officials and policymakers to employ technology acceptance theories to deploy new systems and technologies, thereby understanding the factors contributing to their acceptance and application, mitigating the risk of failure and resource wastage, and enhancing the quality of education and service delivery. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Objectives Falling can have significant negative consequences on the health and quality of life of older adults. This study aims to assess the effect of online self-care education on the knowledge, attitude and practice of older adults in preventing falls at home. Methods & Materials This is a quasi-experimental study with a pre-test/post-test/follow-up design that was conducted on 120 people aged ≥65 years referring to comprehensive health centers in the south of Tehran, Iran, in 2021. A researcher-made questionnaire was completed by the participants before, immediately after, and three months after the intervention. The intervention was a virtual self-care educational program for fall prevention at home. Data analysis was done in SPSS software, version 26 using descriptive statistics (such as Mean±SD) and analytical tests including independent t-test, Mann- Whitney U test, and chi-square test. Results About 22% of the elderly had a history of falling in the past year. Immediately after the intervention, the mean scores of knowledge, attitude, and practice were 18.39±2.86, 14.99±2.51, and 13.76±3.1, respectively, which were significantly higher than the pre-test scores (P<0.001). Three months after the intervention, the mean scores of knowledge, attitude, and practice were 18.18±1.14, 14.91±1.57, and 9.06±2.78, respectively, which were significantly higher than the pre-test scores (P<0.001). Conclusion Online self-care education for fall prevention at home can significantly increase the knowledge, attitude, and practice of the elderly and reduce the risk of falling. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the Virtual Processing Station as a simulation-based learning medium in the context of engineering education, based on student perceptions. Student perceptions of this medium were evaluated based on four main aspects: relevance, attention, interest, and usefulness. This study involved 30 students from the Department of Electrical Engineering Education at Yogyakarta State University who had used the Virtual Processing Station in laboratory practice sessions. Data were collected through a questionnaire with 17 statements using a Likert scale and supplemented with qualitative feedback from respondents. The results showed that this learning medium was very well received by students, with an average rating of 90.59%. The relevance aspect received the highest score (92.92%), followed by the interest aspect (90.83%) and usefulness (90.56%). Although the attention aspect received a slightly lower score (84.72%), the medium was still considered quite effective in capturing students' attention during the learning process. Positive comments from respondents emphasized the effectiveness of this medium in helping students understand both the practical and theoretical concepts of PLCbased industrial automation systems. The conclusion of this study indicates that the Virtual Processing Station has great potential in supporting more interactive and efficient engineering learning. However, there is still room for improvement in areas such as the user interface and visualization. Future research should focus on assessing the short-term and long-term impacts of this medium, particularly through larger sample sizes and objective assessments of student performance before and after using the Virtual Processing Station. This approach will provide deeper insights into how these medium influences learning outcomes and the development of practical skills in engineering education. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the challenges and opportunities of virtual education during the COVID-19 pandemic. This study was conducted in 2022–2023 with a mixed method. During the quantitative phase, we chose 507 students from Mazandaran Province medical universities (both governmental and non-governmental) by stratified random sampling and during the qualitative phase 16 experts were collected by purposive sampling until we reached data saturation. Data collecting tools consisted of questionnaires during the quantitative phase and semi-structured interview during the qualitative phase. Data was analyzed using SPSS21 and MAXQDA10. Mean scores of the total score was 122.28±23.96. We found a significant association between interaction dimension and background variables (P < 0.001). The most important privilege of virtual education is uploading the teaching material in the system so that students can access the material constantly and the most important challenge regarding virtual education is lack of proper network connection and limited bandwidth. Virtual education proved to be a suitable alternate to traditional methods of medical education during the COVID-19 pandemic in theoretical topics, we recommend that educational policymakers would take the necessary actions to provide the requirements and facilities needed to improve the quality of virtual education. [ABSTRACT FROM AUTHOR]

The Coronavirus disease 2019 pandemic ushered a paradigm shift in medical education, accelerating the transition to virtual learning in select cases. The Virtual Global Spine Conference (VGSC), launched at the height of the pandemic, is a testament to this evolution, providing an independent educational series for spine care professionals worldwide. This study assesses VGSC's 3-year performance, focusing on accessibility, engagement, and educational value. Through retrospective data analysis from April 2020 to August 2023, we examined our social media metrics to measure VGSC's reach and impact. Over the study period, VGSC's webinars successfully attracted 2337 unique participants, maintaining an average attendance of 47 individuals per session. The YouTube channel demonstrated significant growth, amassing over 2693 subscribers and releasing 168 videos. These videos collectively garnered 112,208 views and 15,823.3 hours of watch time. Viewer demographics reveal a predominant age group of 35–44 years, representing 56.81% of the audience, closely followed by the 25–34 age group at 40.2%. Male participants constituted 78.95% of the subscriber base. Geographically, the viewership primarily originates from the United States, with India, Canada, South Korea, and the United Kingdom also contributing substantial audience numbers. The VGSC's presence on the "X account" has grown to 2882 followers, significantly enlarging the digital community and fostering increased engagement. The VGSC has demonstrated significant value as a virtual educational tool in spine education. Its diverse content and ease of access will likely enable it to drive value well into the post-pandemic years. Maintaining and expanding engagement, beyond North America in particular, remains a priority. [ABSTRACT FROM AUTHOR]

This study investigates the perceptions of higher education students regarding an interactive DC (Direct Current) motor simulator, shedding light on the evolving landscape of virtual education. By utilizing five aspects of learning dimension, visual elements, software functionality, usability, and portability of a four-point Likert scale questionnaire, the research uncovers a generally positive reception of the simulator among students, who view it as a valuable complement to traditional hands-on laboratories, enabling self-paced learning and offering repeatable experiments in a safe environment. Nevertheless, our research highlights notable concerns, such as challenges related to user interface design and pre-installation software. These findings offer crucial insights into the strengths and limitations of a DC motor simulator in higher education, providing guidance for educators and instructional designers striving to optimize digital learning experiences. [ABSTRACT FROM AUTHOR]

Purpose: The annual teaching oral‐systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral‐systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self‐reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in‐person TOSH (2019) to examine the equivalence of student outcomes of both the in‐person and virtual programs. Methods: A pre‐ and post‐test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self‐reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. Results: Analysis of pre‐ and post‐surveys demonstrated statistically significant improvement in students' self‐rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in‐person cohorts. Similar findings between the in‐person and virtual cohorts indicated no statistically significant difference between the two formats. Conclusion: These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan. [ABSTRACT FROM AUTHOR]