Student engagement and teaching presence in blended learning and emergency remote teaching

Emergency remote teaching (ERT) and blended learning have emerged in higher education since the outbreak of the COVID-19 pandemic. However, there have been few comparisons between them to assess whether blended learning affords better learning environments than ERT. Therefore, this study used a between-subject model to compare engagement among 147 students receiving blended learning and 137 receiving ERT at a local university. We administered student engagement and teaching presence surveys and conducted focus group student interviews. Students' responses to the two surveys were compared using independent sample t tests, and correlation analysis was used to look for associations between engagement and teaching presence. The student interviews were coded to triangulate the results of the teaching presence survey and identify factors influencing students' engagement. Overall, the students were highly engaged and perceived a strong teaching presence in both learning modes. However, the students who received ERT were significantly more engaged than the students who received blended learning. The two groups did not differ in their perceptions of teaching presence. Eight categories of influential factors were identified. The implications of the findings are discussed.

Risk Factors for Radiological Progression Within Admissive One Week in the Hospitalized COVID-19 Omicron Variant-Infected Patients.

Purpose: Recently, the SARS-CoV-2 Omicron variant was identified as responsible for a novel wave of COVID-19 worldwide. We perform a retrospective study to identify potential risk factors contributing to radiological progression in the COVID-19 patients due to the Omicron variant infection. These findings would provide guiding information for making clinical decisions that could improve the Omicron infection prognosis and reduce disease-related death. Methods: This is a retrospective cohort study from a single center in China. According to the radiological change within admissive one week, enrolled cases were divided into two groups: the progressive (1w-PD) and the stable or improved disease (1w-non-PD). Separate analyses were performed on patients stratified into subgroups using the Mann-Whitney U-test, the Fisher exact test, or the Chi-squared test and a multivariable logistic regression analysis. Results: Both the 1w-non-PD and 1w-PD cohorts displayed comparable asymptomatic infection, have similar underlying disease, impairment in respiratory function, coagulation dysfunction, tissue injury, SARS-CoV-2 viral load, and disease severity. However, the 1w-PD cohort was more inclined to cluster in populations presented with age between 41 and 65, higher CURB-65 scores, undetectable SARS-CoV-2 IgG, and lung affection. Based on the multiple logistic regression analysis, complicated bilateral and ground-glass opacities (GGOs) like pneumonia at admission were independent risk factors to radiological progression within admissive one week. Conclusion: This study provided preliminary data regarding disease progression in Omicron-infected patients that indicated the development of pneumonia in the context of Omicron infection was worthy of potential risk factors.

Application of Non-Invasive Ventilator in Treatment of Severe COVID-19 Patients.

BACKGROUND: Since December 2019, there has been a global outbreak of COVID-19. As of the end of July 2020, more than 600,000 deaths had been reported globally. The purpose of this paper is to further explore the application of non-invasive ventilation in severe COVID-19 patients. METHODS: A retrospective study was conducted to included 57 confirmed COVID-19 patients, among which 36 cases were severe. According to different oxygen inhalation methods, they were divided into non-invasive ventilator assisted ventilation group with 21 cases (group A) and 15 cases of nasal catheter oxygen inhalation group (group B). The data of respiration (RR), heart rate (HR), partial arterial pressure of oxygen (PaO2), partial arterial pressure of carbon dioxide (PaCO2), and oxygenation index (OI) before the treatment of noninvasive ventilator assisted ventilation or nasal catheter oxygen treatment at 24, 48, and 72 hours of treatment of the 2 groups were collected and analyzed to determine whether the above indicators were statistically different in each time period. RESULTS: After 24 hours of treatment with noninvasive ventilator assisted ventilation in group A, RR gradually decreased, PaO2 and OI were significantly higher than before treatment, while after 24 hours of treatment, PaO2, RR, HR and other indexes in group B showed no significant improvement, and OI increased gradually after 48 hours of treatment, with statistically significant difference compared with that before treatment. CONCLUSIONS: Early adoption of non-invasive ventilation can effectively improve the hypoxic state of patients with severe COVID-19. The combination of underlying diseases will not prolong the use of non-invasive ventilation.

Comparative study of hematological and radiological feature of severe/critically ill patients with COVID-19, influenza A H7N9, and H1N1 pneumonia.

OBJECTIVES: This study aimed to explore clinical indexes for management of severe/critically ill patients with COVID-19, influenza A H7N9, and H1N1 pneumonia by comparing hematological and radiological characteristics. METHODS: Severe/critically ill patients with COVID-19, H7N9, and H1N1 pneumonia were retrospectively enrolled. The demographic data, clinical manifestations, hematological parameters, and radiological characteristics were compared. RESULTS: In this study, 16 cases of COVID-19, 10 cases of H7N9, and 13 cases of H1N1 who met severe/critically ill criteria were included. Compared with COVID-19, H7N9 and H1N1 groups had more chronic diseases (80% and 92.3% vs. 25%, p < 0.05), higher APACHE Ⅱ scores (16.00 ± 8.63 and 15.08 ± 6.24, vs. 5.50 ± 2.58, p < 0.05), higher mortality rates (40% and 46.2% vs. 0%, p < 0.05), significant lymphocytopenia (0.59 ± 0.31 × 109 /L and 0.56 ± 0.35 × 109 /L vs. 0.97 ± 0.33 × 109 /L, p < 0.05), and elevated neutrophil-to-lymphocyte ratio (NLR; 14.67 ± 6.10 and 14.64 ± 10.36 vs. 6.29 ± 3.72, p < 0.05). Compared with the H7N9 group, ground-glass opacity (GGO) on chest CT was common in the COVID-19 group (p = 0.028), while pleural effusion was rare (p = 0.001). CONCLUSIONS: The NLR can be used as a clinical parameter for the predication of risk stratification and outcome in COVID-19 and influenza A pneumonia. Manifestations of pleural effusion or GGO in chest CT may be helpful for the identification of different viral pneumonia.

Reflecting on Existing English-for-Academic-Purposes Practices: Lessons for the Post-COVID Classroom

This study explored the remote teaching experiences of a group of English for academic purposes teachers during the COVID-19 pandemic, focusing on what was learned from the transition to identify which practices are worth keeping and which should be abandoned as well as how English for academic purposes practitioners can move from emergency to sustainability. In this qualitative, interpretive study, a total of 15 teachers participated in semi-structured interviews investigating their experiences, challenges, and opportunities teaching English for academic purposes during emergency remote teaching and their opinions on how this information could be leveraged to develop sustainable English-for-academic-purposes technology practices. The results indicated that the teachers understood the necessity of emergency remote teaching, were aware of their role in their students’ academic success, and believed in the importance of integrating technology into language teaching and learning. They also adopted various strategies for online English-for-academic-purposes delivery. It is suggested that effective professional development for English-for-academic-purposes teachers consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom by using technology in language teaching and learning. They also adopted various strategies for online English for academic purposes delivery. It is suggested that effective professional development for English for academic purposes teachers must consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom.

Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students’ experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students;(2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work;(3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students’ presence online to motivate and facilitate effective teaching and learning.