Diabetes prevention program outcomes by in-person versus distance delivery mode among ethnically diverse, primarily lower-income adults.

Objective: Physical activity and weight loss outcomes of a diabetes prevention program were compared for ethnically diverse adults, with the majority participating in public assistance programs. Outcomes were compared for those who completed the program in person versus by distance delivery. Methods: A two-group, pre-post study design compared National Diabetes Prevention Program outcomes based on in-person delivery (2018-2020 pre-COVID-19 pandemic, n = 47) and distance delivery (after March 2020, n = 31). Outcomes were measured or self-reported depending on the delivery method. Linear mixed models with a random intercept for coach and covariates were used to assess delivery mode group differences in percent weight loss and weekly physical activity minutes. Results: Completion rates were similar by in-person versus distance delivery mode (57% vs. 65%). Among those who completed the program, the mean age was 58 years, the mean baseline body mass index was 33, and 39% were Hispanic. The majority were female (87%), participating in a public assistance program (63%), and living in a micropolitan area (61%). Percent weight loss was greater in the distance delivery group (7.7%) compared to the in-person group (4.7%) in the unadjusted analysis (p = 0.009) but not when adjusted for covariates. No differences were observed in adjusted weekly physical activity minutes between the in-person (219 min) versus the distance group (148 min). Conclusions: No differences were observed by delivery mode in percent weight loss or weekly physical activity minutes, indicating that distance delivery does not compromise program effectiveness.

Beyond design: The systemic nature of distance delivery mode selection

Factors that drive delivery mode decisions are multifaceted and often necessarily go beyond instructional design needs. Additional influencing factors include logistical, technical, and policy considerations. The COVID-19 pandemic illuminated the many opportunities and challenges that accompany the chosen distance delivery mode, prompting the need for greater awareness of variables that influence related decision-making. As such, this article examines the systemic nature of distance delivery modes, including how they are defined, their adoption and use across contexts, and factors related to their use. Finally, considerations for distance delivery mode selection are explored. © 2022 Open and Distance Learning Association of Australia, Inc.

COVID-19's Impact on on ECE Communities Served by Minority Serving Institutions

This study examines an organization that was designed to foster collaboration among Electrical and Computer Engineering (ECE) programs at nearly 20 Minority Serving Institutions (MSIs). Its member schools are among the top producers of African American and Hispanic engineers in the country. It has been working to build an organization that can enable the participating faculty, students and staff to engage fully in the national education and research enterprise;however, the COVID-19 Pandemic has put everyone at its partner institutions under unprecedented stress as campus operations moved online. It was essential that the experiences of the minority communities served be captured, especially during the critical spring 2020 semester when the move to distance delivery of classes was necessary. Lessons were learned and applied in the summer (in both courses offered and a large REU/RET program) and fall as universities worked to improve the learning experiences of their students. In addition to enhancing distance education efforts, nearly every tool and idea applied is a potential candidate for the infrastructure, programs and processes that can make it possible for the organization to realize its vision of enabling its partners to act in concert as a virtual super department. © American Society for Engineering Education, 2021

Student Opinion on Teaching Thermodynamics through Synchronous and Asynchronous Distance Learning

This Evidence-Based Practice paper describes the shift of a third-year biological and agricultural engineering thermodynamics course into 100% distance delivery including both synchronous and asynchronous elements. Public health restrictions on in-person gatherings due to the global COVID-19 pandemic shifted many courses that were previously not considered appropriate candidates for e-Learning to an online platform. This was one of those courses. Anecdotal evidence from the teaching team suggested that students preferred this online approach to the more traditional class setting. Written reflections and Likert scale survey data were collected from students in the class that transitioned from in-person to online-delivery to determine their course preference, and indicated positive attitudes towards the online-delivery mode. Additionally, test scores from two previous years were compared to current exams to determine if the change in lecture delivery mode had a significant impact on students' performance. It was found that the asynchronous lectures did not harm student learning outcomes. © American Society for Engineering Education, 2021

A pilot study assessing the feasibility and acceptability of Project UPLIFT adapted for patients with psychogenic nonepileptic seizures.

BACKGROUND: People with psychogenic nonepileptic seizures (PNES) are at elevated risk of multiple psychiatric comorbidities. Current treatment gaps highlight the need for time-limited, distance-delivered interventions that can be cost-effectively delivered to patients with PNES. Project UPLIFT is a self-management program addressing mood problems in epilepsy that has not previously been adapted for PNES. The purpose of this study was to assess the feasibility and acceptability of UPLIFT for patients with PNES. METHODS: Project UPLIFT was minimally adapted by a multidisciplinary research group at Dartmouth-Hitchcock Medical Center. Participants were recruited into a nonrandomized pilot study and were assessed at baseline, after completing the intervention, and at 1-month follow-up. RESULTS: The intervention was adapted and delivered without additional modification. A total of eight participants enrolled in the trial, and six participated in the first session. All six participants who started UPLIFT completed the intervention, with a 98% attendance record across the eight sessions. At follow-up, 100% reported that UPLIFT provided useful tools for daily life. All participants continued using UPLIFT after completing the program, and 83% felt it helped with seizure management. Preliminary results provide proof-of-concept for future efficacy trials. CONCLUSION: This study provides initial support for the feasibility and acceptability of Project UPLIFT, minimally adapted for patients with PNES. As a time-limited program that can be distance-delivered to groups of patients, UPLIFT may be well-suited for the healthcare environment brought on by the COVID-19 pandemic.

Social Work Education During COVID-19: Students' Perceptions of the Challenges and Opportunities of Online and Blended Learning

As the COVID-19 pandemic has unfolded, educators have needed to rapidly adapt the ways of delivering study materials to facilitate learning for university students. This article discusses the findings from a series of focus groups conducted with social work students to explore their perceptions of the move toward online and blended learning and teaching. It reports on their initial apprehensions, summarized in four key findings: (a) interactions with staff, (b) a sense of community, (c) assessments, and (d) opportunities to grow. Although these consultations occurred prior to the beginning of the 2020/2021 academic year, students' accounts raise important questions about ways in which feelings of belonging to a learning community can be cultivated and sustained as blended approaches to learning and teaching become more embedded in social work training. The article concludes by highlighting the need for ongoing considerations around creating a sense of community in an inclusive, supportive, and sustainable way. In so doing, it underlines the value that intersectional and critical research can add to these discussions as a means of promoting social justice in social work education.