Novice nurses knowledge and skill performance in high crisis situations during the COVID-19 pandemic

Background: The Covid-19 pandemic caused over 38,900 deaths in the state of Ohio with a cumulative hospitalization (March 2020-July 2022) of approximately 119,500. The pandemic propelled novice nurses to quickly demonstrate knowledge and skills of high crisis patient care, such as Advance Life Support (ALS) events. This forced organizations to rapidly deploy educational interventions to support the novice nurse's delivery of high-quality emergent patient care delivery. The literature supports simulation to improve the novice nurses' self-confidence yet, the literature remains unclear regarding how simulation enhances knowledge and skill performance, especially during a pandemic. Methods: Using an experimental randomized controlled, longitudinal, pre-test, post-test design, this study examined the effects of adding an on-line Advance Life Support (ALS) patient scenario module to the current ALS program when exploring participant training experience, knowledge, and skill of the required ALS concepts (initiating cardiopulmonary resuscitation, ECG rhythm recognition, pharmacology, and team communication) during high crisis patient care situations. A convenience sample (N=27) of novice nurses who are employed at a Mid-Western health system were randomly assigned to control and intervention groups. Both groups completed a demographic questionnaire followed by participation in a video-taped, ALS high fidelity simulation and debrief for evaluation of baseline knowledge and skill performance at baseline and at three months. Between the simulations (1 month) the intervention group received the same written clinical update as the control group, plus an independent on-line patient scenario of ALS concepts. Qualitative descriptors of the novice nurse's experience of participating in high crisis simulations were explored. Results: Nine participants completed this study. Quantitative descriptive statistics for trends noted, at baseline, both the control and intervention groups scored low (Control 25% n=4;Intervention 67% n=5) for the skills of "Initiating high quality CPR).". Post intervention, the control group missed CPR resuming in less than 10 seconds after defibrillating at 150-200 joules. When assessing the participants practice areas the control group had 3 of the 4 participants in the ICU and 1 in the Progressive Care units. This missed skill item could be contributed to the oversaturation of codes, coupled with the mental exhaustion form the pandemic, could lead to missed care even during practiced repetitive skills. Quantitative data trends for knowledge and skill coupled with the participant attrition rate of 67% (n=18) led to the exploration of the experience of novice nurses participating in ALS cardiac arrest training during a pandemic. Three qualitative descriptors emerged by examining the transcripts from the simulation debriefs for all simulations: team collaboration, mental distress, and increased confidence to incorporate new skills. Conclusions: On-line independent patient scenarios provided reinforcement of ALS knowledge and skill concepts. Critical knowledge and skill team communication principles may not be reinforced when providing patient care. Simulation debriefs allow the novice nurses to apply fundamental concepts in a safe learning environment. Novice nurses need scaffolding of knowledge to grow and maintain their knowledge, skill, and confidence. Future education experiences should be designed to allow for frequent dosing of simulations with structured debriefs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Embracing the Collective: Challenges and Opportunities in Teaching and Teacher Education in the Wake of COVID-19

Ongoing impacts of the COVID-19 pandemic highlight structural inequities in our educational systems and force educators to ask prominent questions about the role of school as conditions continue to shift. This paper explores challenges and opportunities for moving forward in the fields of teaching and teacher education. Through presenting a framework of education for liberation, sociocultural learning theory, and fostering cultural assets, the value of live, in-person teaching is highlighted. Embracing this moment in history through honoring the lived experiences of students and striving for more collective approaches to teaching and learning are discussed as future possibilities in education. © 2023 by the author.

Defining learning loss in relation to the COVID-19 pandemic

The COVID-19 pandemic closed schools across the country, limiting access to instruction and resulting in learning loss. In this article, we define learning loss and describe the history and complexity of its impact on students. [ FROM AUTHOR] Copyright of Preventing School Failure is the property of Taylor & Francis Ltd 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 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 . (Copyright applies to all s.)

Transforming Teaching and Learning in Early Childhood Care and Education During COVID-19 in a Poor Community of the Cape Flats, South Africa.

In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a semi-structured interview and thematically analyzed. Ethical clearance was secured from the Cape Peninsula University of Technology. Mezirow's transformative learning theory was used as an analytical framework for the study. In particular, Mezirow's concept of disorienting dilemmas was used to engage with the dilemmas the ECCE teachers were confronted with during the pandemic. Further, his concept of perspective transformations was used to analyze how the ECCE teachers engaged with these dilemmas to transform their teaching. Findings show that while ECCE teachers' faced disorienting dilemmas of digital inequity and of children's interactive play, they also adopted alternative roles and actions as they engaged in dialogue and shared negotiations, ensuring that the functioning of the ECCE centre would continue in solidarity with the children and parents. These findings have important implications for how local government provide financial and digital support for poor communities during times of crisis.

A phenomenological study exploring teachers' perceptions of virtual professional development through the lens of adult learning theory

This phenomenological study design explored the lived experiences of teachers' perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth and/or career? Through qualitative analysis of email questionnaires, interviews, virtual observation, and document analysis, coding was conducted to discover themes to better understand the educators' lived experiences. Finding from this study were as follows: Participants preferred in person professional development experiences, the positive aspects of virtual professional development were convenience and the relevance of topics, the negative aspects of virtual professional development were lack of engagement and technological issues, and participants benefitted from in person professional development experiences as related to their careers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Leveraging social media for professional learning during the COVID-19 global pandemic

The purpose of this study was to build upon existing research that explored teachers? professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT?s Four C?s of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience the teachers described. Similarities and differences across demographic areas were reviewed and discussed. The data compiled had several implications. Understanding how teachers interacted in informal social learning environments provided insight into teachers? engagement and how their pedagogical practices were impacted or changed. Results of the study may be used to inform how social-media-based professional learning can be developed or expanded to meet the just-in-time needs of K-12 educators. Ultimately, the feedback received could help districts develop a framework for constructing and evaluating social-media-based professional learning and more educators to interact online as contemplators and as contributors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A Series of Happenstances: How the Pandemic Created Opportunities with Technology

The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation's teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes "in the moment”. © 2022 by the authors.

CHALLENGES OF ORGANIZING COURSE LIVE EVENTS DURING THE COVID-19 PANDEMIC

An event management curriculum typically includes a live event component that requires students to conceptualize, plan, implement, and evaluate a public event. Many of these programs are based on the premise of experiential learning theory (ELT), which posits that learners go through spirallike stages and cycles in their learning, guided by reflections facilitated by the educator. Although the benefits and problems of these courses are explored in the literature, the specific challenges encountered by both instructors and students during the COVID-19 pandemic seem to be largely unresearched. This study explores how the organization of a course's live event component differed during the pandemic by adopting a case study and a constructivist approach to understanding this phenomenon. The study reveals that the challenges are categorized in terms of issues related to event operations, managing stakeholders, and learning new skills and knowledge. © 2023 Cognizant, LLC

Improving Crisis Communication Through Instructional Design

Shemberger builds the chapter around instructional design (ID), which is a systematic process for the assessment and development of training solutions, created specifically for the purpose of formal training delivery. Instructional design principles often are guided by learning theories, as well as other frameworks and models to achieve a specified outcome. Shemberger notes academic institutions, from primary to higher education, apply ID for course delivery, curricular structure, and lesson planning. In addition, ID is used in organizational and corporate settings, especially to plan, design, and execute effective employee training and orientation programs, seminars, and workshops. The chapter links ID to organizational crises. Shemberger argues effective instructional messages are important during organizational crises. The chapter recommends guidelines and practices for organizations to follow when applying ID methods in their communication processes to include social media, press releases, newsletters, emails, and other message dissemination options during a crisis. This chapter fits with other chapters focusing on the pre-crisis phase including Chapter 13 by Chen and Chapter 19 by Heath. © 2023 John Wiley & Sons Ltd. Published 2023 by John Wiley & Sons Ltd.

STUDY FROM HOME! THE ANTECEDENTS AND CONSEQUENCES OF COLLABORATIVE LEARNING ON MALAYSIAN UNIVERSITY STUDENTS

Aim/Purpose Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learn-ing during the COVID-19 pandemic. It investigates the potential antecedents that influence students' academic achievements, autonomy, and satisfaction with online learning platforms. Background The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system;such a transformation compelled all educational insti-tutes to utilize online learning platforms. Malaysian higher educational institu-tions were greatly concerned by this disease and faced considerable transfor-mations that affected higher education learners. Additionally, the campus clo-sure and movement regulations impacted traditional education. Thus, the Ma-laysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. There-fore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students' interpersonal skills. Collaborative learning practice is work-ing in pairs or small groups to attain the learning objectives collaboratively. Col-laborative learning refers to the process of acquiring knowledge in a collabora-tive setting as opposed to alone. Since the instructor and students are in sepa-rate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology This study utilized a quantitative method;purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content's valid-ity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication be-tween students, teachers, and the environment itself, the greater the academic achievements, learners' autonomy, and satisfaction;and (2) the role of both col-laborative learning and TDT on learners' academic achievements, autonomy, and satisfaction. Findings This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students' academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms' utilization for improving academic achievements, learners' autonomy, and satisfaction. Recommendations for Practitioners This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendations for Researchers Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achieve-ments, learners' autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, research-ers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elab-orate in accordance with the role of online platforms on students' satisfaction, autonomy, and academic achievements. It is critical for higher education admin-istrators to pay more attention to the nature of communication between stu-dents and student instructors, which has been shown to have a positive influ-ence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals.Future Research Future research could include more information about blended learning envi-ronments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study © 2023, Journal of Information Technology Education: Research.All Rights Reserved.

Power, politics and improvisation: Learning during a prolonged crisis

The COVID-19 pandemic has caught most organizations off guard. They have had to adapt their operations rapidly, and with the pandemic persisting, continuously improvise. While such an external jolt to organizations might unsettle operations, it does not remove the fact that organizations are sites of power relations and political activity. In this article, we examine the influence of power and politics on learning from improvisation, through a qualitative longitudinal case study of an Australian university during COVID-19. We trace improvisations with the use of the social media platform WeChat, which was eventually adopted, after several changes in forms of improvisation, as part of the response to the COVID-19 pandemic. Our study contributes to the literature on learning from improvisation, and explains how different forms of improvisation morph into one another under the simultaneous influence of power relations and learning. © The Author(s) 2022.

Teaching with technology-Matching pedagogy with purpose in radiology education.

The response to pandemic-related teaching disruption has revealed dynamic levels of learning and teaching flexibility and rapid technology adoption of radiology educators and trainees. Shutdowns and distancing requirements accelerated the adoption of technology as an educational tool, in some instances supplanting in-person education entirely. Despite the limitations of remote interaction, many educational advantages were recognized that can be leveraged in developing distance learning paradigms. The specific strategies employed should match modern learning science, enabling both students and educators to mutually grow as lifelong learners. As panel members of the "COVID: Faculty perspective" Task Force of the Association of University Radiologists Radiology Research Alliance, we present a review of key learning principles which educators can use to identify techniques that enhance resident learning and present an organized framework for applying technology-aided techniques aligned with modern learning principles. Our aim is to facilitate the purposeful integration of learning tools into the training environment by matching these tools to established educational frameworks. With these frameworks in mind, radiology educators have the opportunity to re-think the balance between traditional curricular design and modern digital teaching tools and models.

The Innovative use of social media for teaching and learning: A case study at the University of Johannesburg

Covid 19 forced lecturers and students to accept that inspirational and beneficial teaching and learning does not necessarily rest within the four walls of a lecture hall. When higher education institutions had to transition rapidly from face-to-face to online education, social media platforms became a powerful catalyst for effective teaching and learning. Undoubtedly social media platforms have influenced our lives in an unprecedented manner. It has also altered the teaching and learning landscape by taking on an innovative role in online education. This investigation explored students' experiences of learning module content via TikTok. TikTok was adopted as a teaching tool because it is considered an appealing social media platform for Gen Z users, with its central attraction being short video content. This investigation primarily relied on Bandura's social learning theory as the theoretical lens applied to the data as it points to the importance of an individual's self-regulation and the external situation in terms of learning. It also offers an alternative view of social learning by seeing it as situated in communities of practice. Through a qualitative inquiry, teacher education students' reflections on being taught using TikTok were gathered. Evidence from the survey administered to 80 students strongly suggests that TikTok offered an efficient, fun, and exciting way of gaining unlimited access to learning content. It also enhances retention and creativity, making it a suitable 21st-century teaching strategy that promotes self-directed learning. It is a perfectly suited social media platform for a generation that prefers to consume content via rich video formats that act as confidence boosters. Hence making it an innovative teaching tool that encourages a new form of social learning. © 2023 International Conference on Multidisciplinary Research. All rights reserved.

Factors Influencing Students' Continuous Willingness to Use E-Learning Platforms in Higher Education

The COVID-19 pandemic has imposed significant challenges on education worldwide, particularly in areas with limited online teaching experience. The research design is based on constructivism learning theory and the technology acceptance model. A questionnaire was also distributed to a university of finance and economics in China. Structural equation model was used to test the influence mechanism of social media interaction on college students' willingness to use e-learning platform continuously. The positive moderating effect of online teaching context on this mechanism is further analyzed. Therefore, the use of social media in the online teaching process in higher education institutions should be encouraged, and a good online teaching context should be fostered.

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives.

BACKGROUND: The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students' sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. METHODS: We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. RESULTS: 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. CONCLUSION: While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student's need to belong will always be present in the face of challenges or change.

Factors Influencing Students' Continuous Willingness to Use E-Learning Platforms in Higher Education

The COVID-19 pandemic has imposed significant challenges on education worldwide, particularly in areas with limited online teaching experience. The research design is based on constructivism learning theory and the technology acceptance model. A questionnaire was also distributed to a university of finance and economics in China. Structural equation model was used to test the influence mechanism of social media interaction on college students' willingness to use e-learning platform continuously. The positive moderating effect of online teaching context on this mechanism is further analyzed. Therefore, the use of social media in the online teaching process in higher education institutions should be encouraged, and a good online teaching context should be fostered. © 2022 IGI Global. All rights reserved.

Fear, learning, or self-control? Predictors of Russian citizens' compliance with mandatory and voluntary Covid-19 prevention measures

In this article, we examine citizens' willingness to comply with Covid-19 prevention strategies of mandatory mask-wearing and recommended social distance/contact limitation measures from competing theoretical perspectives. These include self-control, deterrence, learning, social control theories, and fear of the infection. Data for the study come from 508 respondents from St. Petersburg—Russia's second largest city—in May 2020, when the Covid-19 regional legislation that mandated citizens to wear masks in public went into effect. Overall, our findings suggest mixed support for various theoretical perspectives. Among the variables included in the analysis, fear of the infection is positively related to compliance with both mandated and recommended measures. Fear of Covid-19 infection, fear of punishment, and fear of disapproval on behalf of significant others that would follow non-compliance appear to be strong predictors of law-abiding behavior. Learning and self-control theories explain compliance with non-mandatory measures, but not with mask-wearing, which carried a penalty for violating the mandate. [ FROM AUTHOR]

Pre-clerkship Teaching and Learning in the Virtual Learning Environment: Lessons Learned and Future Directions.

In response to the COVID-19 pandemic, we developed and implemented a theory-informed process to adapt a comprehensive pre-clerkship medical school curriculum to run in the virtual learning environment utilizing sociocultural learning theory and cognitive load theory. Of 124 student respondents, 45% rated virtual learning as very or extremely effective, and 49% as moderately effective. Positive aspects of virtual learning included effectiveness of chat moderators, displaying pronouns on Zoom, active learning technology, and captioning and transcription. Negative aspects included access to technology and feeling isolated from community. Overall course ratings, examination performance, and work hours did not differ pre- and post-implementation.

Leveraging social media for professional learning during the COVID-19 global pandemic

The purpose of this study was to build upon existing research that explored teachers? professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT?s Four C?s of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience the teachers described. Similarities and differences across demographic areas were reviewed and discussed. The data compiled had several implications. Understanding how teachers interacted in informal social learning environments provided insight into teachers? engagement and how their pedagogical practices were impacted or changed. Results of the study may be used to inform how social-media-based professional learning can be developed or expanded to meet the just-in-time needs of K-12 educators. Ultimately, the feedback received could help districts develop a framework for constructing and evaluating social-media-based professional learning and more educators to interact online as contemplators and as contributors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Sustainable Development and Strategic Approaches for Contemporary Higher Education

Due to the increasing appearance of global contagious diseases such as COVID-19, the goal of this research is to directly and explicitly advance the learning motivation, interests, and performance of online course participants into developing sustainable development and strategic approaches to discover the effective solution of the research question: how to provide the most effective online courses of sustainable development strategy for contemporary higher education in order to advance the student’s learning motivation, confidence, and desires? This is accomplished by integrating the three briefest analytical aspects of the Social Learning Theory, the main theoretical philosophies of Learning Community, and 10 core technological features to determine the most critical core determinants. Beyond the complex measured results, the most valuable conclusions were: (1) the highest Standardized Comparative Weight Scales (SCWS) was located in the Publicity Philosophy for contemporary online higher education sustainable development strategy, which meant the first hypothesis was accepted and the second and third hypotheses were denied. Hence, the Publicity Philosophy (PP) of the learning community directly and effectively advanced the contemporary online higher education sustainable development strategy for educational institutions as the best solution to the research question in order to achieve the main research objective. (2) Continuously, in detail, the PP of the learning community was directly and effectively enforced by the Professionalization Technology Feature of Course Function. This directly indicated that most online course participants focus on the professionalized technological features in the system operation, such as friendly operational platforms for easy uploads, convenient downloads of online course information, and real-time news during online courses at higher education institutions. Significantly, the aggregated technology in group discussions or teamwork assignments and the complete and fair evaluation of online course technological system can facilitate collaborative lesson preparation and lesson observation of the PP of the learning community in order to advance online course interests and learning performance to be the sustainable development strategic approach in contemporary higher education era.