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The paper presents the investigation of the effectiveness of the online training for future music teachers based on the signature pedagogy at the university. The literature review let us stated the gap in researches which cover online learning strategies for training music teachers in the professional preparation process. Due to the shifting of the educational process to the online way in the emergency situation COVID19 pandemic, the relevance of pedagogical tools for pre-paring of future specialists online extremely increased. The comparative analysis of music education standards in different countries let us determine the set of teachers` professional activities in general school music class. The main contribution is the design of a small private online course based on the signature pedagogy which delivered the set of specific pedagogical tools for training music teacher professional skills online. This course was implemented at [removed for blinded review]. The experimental work was based on the teacher` assessment of online tasks, in which students demonstrated the music teacher` professional skills. The results were proved by the statistical methods of median, standard deviation and Pearson's correlation. The obtained results proved the effectiveness of the online training based on the signature pedagogy which provided learning activities according to the specific features of music teacher professional practice.
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This research aims to identify online challenge-based learning (CBL) that builds on the problem-based learning practice to support professors working in two Mexican institutions with solutions to six social challenges defined by the institutions. Thirty-five professors from Tecnologico de Monterrey participated in developing the solutions related to given challenges by taking a social approach. For this activity, an online training session of one week was organized by the Faculty Development and Educational Innovation Center (CEDDIE) of Tecnologico de Monterrey in Mexico City, Mexico. The data was collected through an online survey based on quantitative and qualitative questionnaires. We received fifteen complete responses out of thirty-five. Analyzing the results of this study affirmed that online CBL activities served professors to promote social interactions, develop pedagogical competencies, and share knowledge based on their learning experience through active collaboration with peers in the same institutions but from different disciplines and campuses to identify and solve existing societal issues. © 2023 IEEE.
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Extensions and new conceptions for basic and advanced trainings in Augmentative and Alternative Communication (AAC) are needed. Specialists have to deal with challenges in their qualification process. Limited time and financial resources, regional imbalance in the supply and a mismatch in the supply structure and needs of the experts are just some of the aspects that are listed in a current study (Burgio, 2020 a). In the context of advancing digitization and media-based learning, the question arises if a new concept of a special AAC online platform in Germany is an option for basic and advanced trainings. Especially in due of the effects of the Covid19 pandemic and the associated shift to online offers. The results of the qualitative content analysis of 40 expert interviews on a possible AAC online platform in Germany show the contrary view of the experts and are reflected on the levels of teachers, learners and in the context of implementation within organisations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (German) Der Professionalisierungsprozess im Bereich der Fort- und Weiterbildungen ist in der Unterstutzten Kommunikation (UK) durch einen Bedarf an Erweiterungen und Neukonzeptionierungen gekennzeichnet. Fachkrafte sind von begrenzten zeitlichen und finanziellen Ressourcen ebenso betroffen wie von einem regionalen Ungleichgewicht im UK-Angebot und einem Mismatching in bestehenden Angebotsstrukturen hinsichtlich ihrer individuellen Bedurfnisse. Dies sind nur einige der Herausforderungen im Qualifizierungsprozess, die durch Fachkrafte in einer aktuellen Untersuchung benannt werden (Burgio, 2020 a). Im Rahmen der fortschreitenden Digitalisierung und des damit verbundenen mediengestutzten Lernens stellt sich die Frage, inwieweit ein neues Angebotskonzept in Form einer reinen Onlineplattform UK als Fort- und Weiterbildungsoption gewissen Herausforderungen - insbesondere auch mit Blick auf die Auswirkungen der Covid-19-Pandemie und der damit verbundenen Schwerpunktverlagerung auf digitale Angebote-begegnen kann. Die Ergebnisse der qualitativ inhaltsanalytischen Auswertung von 40 Expert / inneninterviews aus vorschulischen Handlungsfeldern zu einer moglichen Onlineplattform UK offenbaren die Heterogenitat der Sichtweisen der Fachkrafte und werden auf den Ebenen der Lehrenden und der Lernenden sowie im Kontext der Implementierungsmoglichkeiten innerhalb von Organisationen reflektiert. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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In order to quickly adapt to the Covid-19 crisis, many companies set up remote working solutions, as an emergency for some and with a procedure studied on the occasion of the 2009 A-H1N1 flu epidemic for others. The Covid-19 crisis has also shown that, when faced with a critical situation, companies were able to drastically shorten their decision-making processes, as well as break years of taboos on certain subjects. Parisian transport system in the middle of winter did not see the remote working approaches put in place at the time. The hierarchical relationships will also have to be rethought, and relationship between performance and time worked on as well. Companies that have structured their knowledge will use this data to build and distribute continuous online training, with assistance, coaching, tutorials, etc. © ISTE Ltd 2022.
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Online learning and training continue gaining momentum worldwide resulting in the reduction of the traditional form of face-to-face education with its temporal and spatial limitations. Online education improves access to education and training, as witnessed during the Covid-19 pandemic. This article focuses on online education adoption in Spain. A representative survey on ICT use in households conducted annually by the Spanish National Institute of Statistics is used to construct a panel database for the years 2008–2020. The first objective is to provide an econometric model for adopting online education using this panel data. Next is to measure the effects of relevant observable individual socioeconomic variables on adoption. A Heckman selection model allows for estimating the impact of gender, age, education, digital skills, habitat, and income. The article also measures the effects of Covid-19 in 2020 on different population groups. The drivers and impediments have the expected signs and plausible sizes. The paper concludes with policy recommendations and suggestions for further research. © 2023 Elsevier Ltd
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The purpose of the present study is to examine the students' opinion regarding the conducted online educa-tion. Sociological methods: an anonymous Google forms survey was conducted including dental medicine students studying in the conditions of the COVID-19 pandemic, which led to the need to switch to an online form of education. It was conducted online on a voluntary basis in the month of March 2021. A total of 50 students from various years, studying Dental Medicine at the Medical University of Varna took part in the study. The provided survey consists of 20 questions. The majority of students categorically state that face-to-face study is preferable and that digital learning methods are motivating for them. Almost half of the students have a positive opinion regarding online lectures. Through them, they get more advice and guidance from the teachers and it is easier to participate in discussions. The participants in the survey shared that online training, as a result of the introduced anti-epidemic measures, was a good option for learning the the-oretical study material.Copyright © 2022, Bulgarian-American Center. All rights reserved.
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The objective of the study is to determine the stages of the evaluation of learning in online academic programs as a result of the digital transformation impelled by the Covid-19 pandemic in higher education. It is based on the digital transformation adopted in higher education since the Covid-19 pandemic, which accelerated the renewal of existing curricular programs and teaching-learning processes with a fragmented evaluation process. Through an explanatory research - purposeful and qualitative approach, the variables and metric indicators of pertinence, relevance and frequency of production of literature associated with the theme are studied to process the data. Likewise, a questionnaire was designed for the pilot study, selecting 25 teachers as sample units from two accredited private higher education institutions in Colombia located in Santiago de Cali and Barranquilla. The findings determined a 0.946 margin of reliability of the instrument for its application in the second phase and a matrix of indicators and the system of relations on the components and stages of the evaluation system were generated. The systematized practice of the stages is proposed as a conclusive basis for the definition of metrics that determine the incidence on the application of the evaluation of learning from academic programs mediated by digital technologies © 2023, Revista de Ciencias Sociales.All Rights Reserved.
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This publication is devoted to the peculiarities of distance learning during the COVID-19 pandemic from the point of view of students of Ukrainian educational institutions. The study involved 110 participants from two educational institutions in Ukraine. In the course of the research, it turned out that the students highlighted the partial advantages of distance learning (free time for personal development and gaining new experience), as well as the disadvantages - there are no people around who admire you. They also emphasize the features of psychological comfort outside the university classrooms, but only in front of a computer monitor. © 2023 The Author(s)
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Dialogic Pedagogical Gatherings is a technique that has been previously used in different educational contexts. However, its implementation in virtual environ-ments is not so common. The present paper reflects an experience of this technique applied to the telematic training of Social Education students in a subject linked to the history of education. The results obtained were compared with other similar experiences in face-to-face format, evidencing that the Dialogic Pedagogical Gatherings have had good results in the online format, although there are elements of improvement for future implementations. © GKA Ediciones, authors.
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This article utilizes a country case study design to describe the implementation of eye movement desensitization and reprocessing (EMDR) therapy training in Brazil. The primary focus is on the methodology, adaptations, adjustments, and cultural considerations necessary to incorporate in-person and virtual training in this country. Additionally, the article will explore the impact of the COVID-19 pandemic to address National Government Guidance related to social distancing. This guidance required adjustments to training delivery, clinical and self-practice, clinical supervision, and consultation. Finally, the article outlines the advantages and disadvantages of implementing EMDR therapy training in Brazil, expanding to how models of good practice could be implemented in other countries, such as Angola and Mozambique, to include cultural adaptation, sensitivity, and replication. © 2023 EMDR International Association.
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Under the dual influence of the rapid development of education informatization and the severe impact of COVID-19, online training has become a normal way of professional learning for teachers. Teaching presence and learning engagement, as important factors affecting learning effect, have received extensive attention from educational researchers and practitioners. Based on a teacher education MOOC, this study conducted a questionnaire survey on 169 rural teachers who participated in this MOOC, and explored the relationship and mechanism of teaching presence, learning motivation and learning engagement perceived by rural teachers. This study found that there was a significant positive correlation between teaching presence, learning motivation, and learning engagement, and learning motivation played a partial mediating role in teaching presence and learning engagement. In the following MOOCs for teacher education, MOOC designers should enhance the sense of teaching presence from three aspects: learning design, learning organization, and learning intervention, and stimulate the learning motivation of rural teachers, so as to achieve the occurrence of deep online learning for rural teachers. © 2022 ACM.
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The sense of smell plays an essential role in the sensory evaluation of coffee. However, a precise sensory evaluation also requires good memory and the ability to stay focused and concentrated. This study aimed to investigate the effect of an online sensory and cognitive training program on the odor recognition of 36 coffee aromas. A total of 44 coffee professionals participated in a randomized crossover trial. It consisted of an online training program with different sensory and cognitive tasks over two periods of 6 weeks. The participants were divided into three study groups for data analysis purposes: a Control-first group (n = 16), a matching Intervention-first group (n = 16), and a second Intervention-first-residual group (n = 12) to check for repeatability of the test results. On average, the participants improved their odor recognition score by 15% after 6 weeks of training (p <.01) and maintained a high-performance level after the control period. A positive correlation between completed training and improvement was observed (p <.001). The participants significantly improved their ability to detect the 36 Le Nez du Café aromas commonly used in the Specialty Coffee Association (SCA) and the Coffee Quality Institute (CQI) exam systems. Practical Applications: The new online training program is a promising tool for improving the odor recognition of coffee professionals. The sensory training can easily be accomplished as it is executable off-site, is self-instructive, and does not require any supervision. A further generalization of this new odor-training program for noncoffee professionals may potentially train people with prolonged loss in olfactory function, such as observed in coronavirus disease 2019 patients. © 2023 The Authors. Journal of Sensory Studies published by Wiley Periodicals LLC.
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As the need for accessible interventions for autism spectrum disorder (ASD) grows, empirically supported telehealth interventions become increasingly necessary. With the current COVID-19 public health crisis, in-person interventions have become largely infeasible; therefore, it is crucial that providers have information regarding the effectiveness of telehealth interventions. This systematic review evaluates and synthesizes existing group design research on telehealth ASD interventions. Sixteen articles were evaluated on implementer and child-level intervention outcomes as well as factors that promote equitable access to intervention. Findings suggest that telehealth programs are highly acceptable, comparable to face-to-face interventions, and can be an effective method of training implementers in interventions. Recommendations for future research and for maximizing equitable access to telehealth interventions are presented.
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BACKGROUND: Early detection and response to influenza and COVID-19 outbreaks in aged care facilities (ACFs) are critical to minimizing health impacts. The Sydney Local Health District (SLHD) Public Health Unit (PHU) has developed and implemented a novel web-based app with integrated functions for online line listings, detection algorithms, and automatic notifications to responders, to assist ACFs in outbreak response. The goal of the Influenza Outbreak Communication, Advice and Reporting (FluCARE) app is to reduce time delays to notifications, which we hope will reduce the spread, duration, and health impacts of an influenza or COVID-19 outbreak, as well as ease workload burdens on ACF staff. OBJECTIVE: The specific aims of the study were to (1) evaluate the acceptability and user satisfaction of the implementation and use of FluCARE in helping ACFs recognize, notify, and manage influenza and COVID-19 outbreaks in their facility; (2) identify the safety of FluCARE and any potential adverse outcomes of using the app; and (3) identify any perceived barriers or facilitators to the implementation and use of FluCARE from the ACF user perspective. METHODS: The FluCARE app was piloted from September 2019 to December 2020 in the SLHD. Associated implementation included promotion and engagement, user training, and operational policies. Participating ACF staff were invited to complete a posttraining survey. Staff were also invited to complete a postpilot evaluation survey that included the user Mobile Application Rating Scale (uMARS) measuring app acceptance, utility, and barriers and facilitators to use. An issues log was also prospectively maintained to assess safety. Survey data were analyzed descriptively or via content analysis where appropriate. RESULTS: Surveys were completed by 31 consenting users from 27 ACFs. FluCARE was rated 3.91 of 5 overall on the uMARS. Of the 31 users, 25 (80%) would definitely use FluCARE for future outbreaks, and all users agreed that the app was useful for identifying influenza and COVID-19 outbreaks at their facilities. There were no reported critical issues with incorrect or missed outbreak detection. User training, particularly online training modules, and technical support were identified as key facilitators to FluCARE use. CONCLUSIONS: FluCARE is an acceptable, useful, and safe app to assist ACF staff with early detection and response to influenza and COVID-19 outbreaks. This study supports feasibility for ongoing implementation and efficacy evaluation, followed by scale-up into other health districts in New South Wales.
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Providing treatment to children with autism is a global health priority, and research demonstrates that caregivers can be trained in techniques to promote their child's social interaction, communication, play, positive behavior and skills. These caregiver-mediated interventions have been shown to promote a number of positive outcomes in children with autism, as well as their caregivers. When provided by telehealth, data indicate that caregiver training is acceptable and feasible, and associated with similar positive outcomes as live face-to-face training. Telehealth innovations, which have accelerated during the COVID-19 era, have demonstrated advantages over in-person delivery of services in terms of cost effectiveness and increased accessibility, however, more research is needed on feasibility, acceptability and effectiveness for different populations in different contexts. This brief review will highlight recent caregiver skills training interventions for autism that have been successfully adapted or designed for telehealth delivery. Telehealth interventions that are scalable, adaptable, caregiver-mediated, open-access, and delivered as part of a stepped care model, have the potential to address the global treatment gap for families of children with autism and other neurodevelopmental disabilities. Considerations relevant to the global scale-up of caregiver-mediated interventions will also be discussed.
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BACKGROUND: Individuals with intellectual disability (ID) are less physically active, have a higher body mass index (BMI) and are at greater risk for cardiovascular diseases (CVDs) than people without ID. The purpose of the study was to explore the effectiveness of a web-based training programme, consisting of 150 min of activity per week, on the health of people with ID. METHOD: Participants with ID living in supported accommodation (n = 28, 48% female, age = 36.4 ± 9.56 years) participated in a web-based training programme, consisting of a combination of exercises (endurance, strength balance and flexibility) of moderate intensity, 50 min, three times per week for 12 weeks. The body composition and waist circumference (WC) were measured, and questionnaires were used to assess enjoyment, quality of life (QoL) and physical activity (PA) level. Descriptive statistics and pairwise comparison pre and post intervention were carried out. RESULTS: A total of 22 out of 28 participants completed the 12-week training intervention with 83% mean attendance of training sessions. The intensity of the PA level increased and a decrease in fat mass of 1.9 ± 2.4 kg, P < 0.001 and WC of 3 ± 5 cm, P = 0.009 were observed. Enjoyment of training sessions was 3.9 out of 5, and no differences in QoL were found. CONCLUSION: A web-based training programme is an effective tool for improving health parameters of people with ID and offers a new way for caregivers to enhance the PA for the target group.
Subject(s)
Intellectual Disability , Adult , Humans , Female , Middle Aged , Male , Quality of Life , Exercise Therapy , Exercise , InternetABSTRACT
During the COVID-19 pandemic, online training platforms have become more popular as a training delivery method. Given the importance of the Verbal Behaviour (VB) approach in teaching communication skills to autistic individuals, the current research was designed to evaluate the efficacy of a bespoke online VB training platform for practitioners. A quasi-experimental design was utilised to compare the effectiveness of the training platform with an experimental group (n = 20) who accessed the online VB platform and a control group (n = 20) who received hard copies of the training materials. Linear multiple regression analysis demonstrated that the online learning platform was significantly more effective in increasing practitioner knowledge of VB in comparison to receiving hard copies of the teaching materials. © 2022 Elsevier Ltd
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STUDY OBJECTIVES: The coronavirus disease 2019 (COVID-19) pandemic has resulted in major disruption to regular learning and training for medical staff. The aim of this study was to compare the learning efficacy between on-site training before the COVID-19 pandemic and online training during the pandemic for nurses, psychologists, social workers, and occupational therapists from Southeast Asia. METHOD: The current study derived data from the International Mental Health Training Center Taiwan (IMHTCT) from 2018 to 2020. IMHTCT Trainees Learning Effect Questionnaire (ITLEQ) scores of the medical staff and demographic variables were collected. Reliability and validity of the ITLEQ were estimated. The independent t-test was used to compare differences in ITLEQ scores between the pre-training and post-training stages among the trainees. In addition, generalized estimating equations were used to estimate the predictive effect of online training on changes in ITLEQ scores over time. FINDINGS: A total of 190 trainees were enrolled, including 92 social workers, 16 occupation therapists, 24 psychologists, and 58 nurses. The reliability and validity were satisfactory. The efficacy of the training programs at IMHTCT was significant for all of the healthcare workers. Furthermore, better training efficacy was found in the social workers and occupational therapists who received online training compared to those who received on-site training. The potential efficacy of online training was found in the nurses. CONCLUSION: Our results demonstrate the importance of online training for mental healthcare workers during the COVID-19 pandemic. Online training may be implemented into regular training courses in the future.
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COVID-19 , Humans , COVID-19/epidemiology , Pandemics , SARS-CoV-2 , Mental Health , Taiwan , Reproducibility of Results , Health Personnel/psychologyABSTRACT
During the COVID-19 pandemic, many traditional psychiatric rehabilitation staff training and support strategies were disrupted or discontinued. This article describes the strategies used by one state system to rapidly migrate many state psychiatric rehabilitation training and support activities to a website. Site analytics showed high use of the website in the first year, with 6,673 unique visitors and 4,529 visits to the site's staff support materials. Additionally, more than 4,879 online trainings were accessed on the website. Given the low cost;ease of development, implementation, and maintenance;and the high access rate of this website, migration of some staff training and support activities online may be appropriate and feasible for other state psychiatric hospital systems both during and after the pandemic. Copyright © 2020, University of Nebraska Press. All rights reserved.
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Cloud infrastructure enables individuals, organizations, and enterprises to offer scalable and elastic resources to support business operations remotely. The demand for digital transformation encourages communities and technical professionals to adopt cloud computing and automation platforms for facilitating their resource capacity, including operating systems, networks, and applications. Of cloud-based applications for social good, virtual education platforms play an important role to re-duce the cost and effort for trainees and trainers during practical courses, especially in the context of pandemics such as Covid-19. Nonetheless, the task of setting up practical environments with virtual machines, network elements, and software programs is the burden of the system that hosts many training courses with numerous trainees or resources. Hence, this research provides the mechanism for defining and automatically implementing the hands-on laboratory environments for information technology (IT) training. Specifically, we design and implement a concurrent scheme and local repository for deploying multiple environments with high performance in large virtual classrooms. The total time to finish environmental settings for learners is kept stable to meet the satisfaction of users in case of the remarkable growth in the number of environments and trainees. © 2022 IEEE.