Impact of COVID-19 pandemic on emergency reperfusion characteristics in patients with ST-segment elevation myocardial infarction

Aim To explore the impact of coronavirus-2019 disease (COVID-19) pandemic on emergency reper-fusion characteristics in patients with ST-segment elevation myocardial infarction (STEMI) from non-epicenter. Methods This was a retrospective study involved STEMI patients undergoing primary percutaneous coronary intervention (PPCI), who admitted to chest pain center in our hospital during the pandemic ( from January 23 to March 29 in 2020) and the same period in 2019, excluding the patients with COVID-19. Clinical characteristics and reperfusion parameters were compared between the two groups. Results A total of 64 STEMI patients undergoing PPCI were enrolled in our study, including 13 patients during the pandemic and 51 patients during the same period in 2019. No differences occurred in admission signs, GRACE scores, arrival periods, transferred patterns,the period from door to troponin,and the period from first medical contact to dual antiplatelet between the two groups ( P>0. 05). As compared with 2019, STEMI patients undergoing PPCI had an apparent reduction. Meanwhile, significant delays appeared in reperfusion parameters, in-cluding the period from symptom onset to first medical contact (10 h vs. 3. 0 h, P<0. 001), the period from first medical contact to electrocardiogram (6 min vs. 3 min, P<0. 001), the period from door to troponin (15 min vs. 12 min, P = 0. 048), the period from door to device (76 min vs. 62 min, P = 0. 017), the period from telephone to catheter activated (15 min vs. 5 min, P<0. 001) and the period from catheter arrival to device (52 min vs. 41 min, P = 0. 033). Conclusion Even in non-epicenter, the COVID-19 outbreak still delayed mechanical reperfusion significantly. © 2022, Editorial Office of Chinese Journal of Arteriosclerosis. All rights reserved.

Altın ve Kripto Paraların BÍST100 Endeksi için Hedge ve Güvenli Liman Özellikleri: Covid-19 Salgını Etkileri

Covid-19 salgınının ortaya çıkmasından sonra dünya çapında ekonomik çalkantılar ve şiddetli piyasa düşüşlerinin ortaya çıktığı görülmüştür. Bu dönemde hisse senedi piyasalarına yatırım yapmış ajanlar için hedge ve/veya güvenli liman araçları arayışları artmıştır. Kripto paralar ve altın özellikle gelişmekte olan ülke piyasalarındaki yatırımcılar için hedge ve/veya güvenli liman olma konusunda iyi potansiyellere sahiptir. Bu çalışmada, Borsa Ístanbul için Bitcoin, Etherium, Ripple, Litecoin ve altın piyasalarının hedge ve/veya güvenli liman piyasalar olup olmadığı, GARCH(1,1) hata terimleri varsayımı altında modellenmiş regresyon sistemi yardımı ile araştırılmıştır. Analizlerde örneklem olarak 4 Eylül 2017 – 30 Mart 2022 tarihleri arasındaki günlük frekanslı verilerden faydalanılmıştır. Ayrıca, Covid-19 salgın dönemi etkilerini ayrıştırmak için örneklem iki alt gruba ayrılmış ve tahminler Covid-19 öncesi dönem (31 Aralık 2019 öncesi) ve Covid-19 dönemi (31 Aralık 2019 ve sonrası) için ayrı ayrı analiz edilmiştir.A.B.D. doları cinsinden elde edilmiş kripto para (BTC, ETH, XRP, LTC), altın ve BÍST100 endeks getirileri kullanılarak bulunan tahmin sonuçlarına göre, tüm örneklem için Litecoin zayıf güvenli liman olarak ortaya çıkarken, Covid-19 öncesi dönemde Bitcoin ve Etherium zayıf hedge, Covid-19 salgın döneminde de Etherium zayıf güvenli liman olma özellikleri göstermektedir. Tüm örneklem ve salgın öncesi dönem verileri söz konusu olduğunda, BÍST100 endeks getiri dağılımının %10 çeyrek değerinden az olduğu durumlarda Bitcoin, Etherium ve Ripple güvenli liman piyasalar olarak gözlemlenirken, salgın döneminde altın, BÍST100 endeks getiri dağılımının %1 çeyrek değerinden az olduğu durumlarda güvenli bir liman olarak ortaya çıkmıştır. Fakat tüm analizlere dayanarak, altının genel görünümüyle BÍST100 endeksi için hedge veya güvenli limandan çok bir çeşitlendirici varlık olarak öne çıktığı söylenebilir.Alternate :After the Covid-19 outbreak, economic turmoil and severe market crashes have been observed around the world. During this crisis period, cyriptocurrencies and gold have become potentially good hedge and/or safe haven assets for especially the stock investors in emerging markets. This study investigates whether or not Bitcoin, Etherium, Ripple, Litecoin and gold markets have hedge and/or safe-haven properties for Borsa Ístanbul through a regression system modeled under the assumption of GARCH(1,1) error terms. Daily frequency data covering the period September 4, 2017 through March 30, 2022 is used in the sample analysis. In addition, to separate out the effects of the Covid-19 pandemic on the analysis, full sample is divided into two subgroups and the estimations are made separately for the pre-Covid-19 period (before 31 December 2019) and the Covid-19 period (31 December 2019 and later).According to the estimation results, Litecoin emerges as a weak safe haven for Borsa Ístanbul over the entire sample period, while Bitcoin and Etherium appear to be weak hedges in the pre-pandemic period. During the Covid-19 pandemic period, Etherium is shown to be a weak safe haven for the BÍST100 index. Full sample and pre-pandemic data analysis reveal that, Bitcoin, Etherium and Ripple act as safe-haven markets in some cases when the BÍST100 index returns hit lower than their 10% quantile value. After the outburst of the Covid-19 however, gold seems to act as a safe haven asset for Borsa Ístanbul when the BÍST100 index returns hit lower than their 1% quantile value. Based on the overall estimation results, gold stands out as a diversifier rather than a hedge and/or a safe haven asset for the BÍST100 index.

A 'novel' approach to inculcating life skills

Reading is an important life skill and competency. With the COVID-19 pandemic, the reading culture got threatened as the purchase of books declined significantly, and encouraging reading skills emerged as a bigger challenge. However, setting up a reading club online in the postpandemic world and discussing books while using kindles, e-books, and open-source materials might hold the key. This chapter deals with the set-up of a 'Novel Room' at Jai Hind College, India (Autonomous higher education institute), which is a book discussion club, and the success had with it. Seventy-two individuals are mapped in the data, which is by and large positive. Through the feedback data collected, this chapter analyzes a semi-quantitative study that highlights the role of such student-centric clubs, especially book discussion clubs can foster healthy reading habits and developing other soft skills such as empathy, self-confidence, creativity, and ability to deal with social problems. © 2023 Nova Science Publishers, Inc. All rights reserved.

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study's findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

Clinical and laboratory markers of severity of the new coronavirus infection (COVID-19).

The aim of the research. To study clinical and laboratory features of the new coronavirus infection (COVID-19) in order to develop a model that would allow, taking the publicly available research methods into account, to carry out early diagnosis of severe community-acquired pneumonia against the background of the new coronavirus infection. Material and methods. A total of 82 COVID-19 patients who complied with inclusion and exclusion criteria were enrolled. Depending on the clinical severity, three study groups were formed: group 1 included 13 patients with uncomplicated COVID-19, group 2 consisted of 39 patients with non-severe forms of pneumonia that developed against COVID-19 and group 3 was comprised of 30 patients with COVID-19 complicated by severe pneumonia. The groups were comparable in age and gender. All patients underwent general clinical examination, laboratory tests, including general and biochemical blood analysis, as well as chest computed tomography. Results. The clinical picture in COVID-19 patients differed depending on the disease severity. Coughing and shortness of breath were more often observed in patients with severe pneumonia;sore throat, on the contrary, was more often noted in patients with uncomplicated COVID-19. On admission to the inpatient facility, patients with severe pneumonia had higher body temperature and respiratory rate, with simultaneous decrease in blood oxygen saturation. One half of the patients with severe pneumonia had hypertensive disease in medical history, and one third had ischaemic heart disease. As a rule, uncomplicated COVID-19 patients did not have ischaemic heart disease. It was found through laboratory analysis of blood that groups of patients significantly differed in the levels of neutrophils, lymphocytes, monocytes, basophils and eosinophils. Conclusion. The use of such clinical and laboratory data as acute respiratory failure, fever, the levels of neutrophils, monocytes, lymphocytes, eosinophils and basophils makes it possible to identify patients with more severe pneumonia against the background of COVID-19 even before chest computed tomography. Key words:.Copyright © 2022, Krasnoyarsk State Medical University. All rights reserved.

Should China Expand Its Medical Education Scale? Evidence From Comparative Research

Purpose This study compares doctor staffing level and the scale of medical education in China with those of other countries and proposes policy recommendations for future adjustments to the scale of China's medical education. Design/Approach/Methods This study employs a literature review and descriptive analysis. Findings China had 1.98 medical doctors per 1,000 people in 2018, ranking 85th out of the 193 member-states of the World Health Organization (WHO). In 2017, China had 1.99 practicing doctors per 1,000 people, only ranking above Turkey (1.88) in Organisation for Economic Co-operation and Development (OECD) countries. China had only 10.28 medical graduates per 100,000 people—placing in the bottom third of OECD countries. China's provision of 1.4 medical schools per 10 million people was also significantly lower than the global average (3.9). However, the average number of students enrolled in medical schools (509) in China was significantly higher than the global average (160). Originality/Value Although the scale of admission in undergraduate medical education must be expanded in China, this needs to be achieved while controlling the average number of medical students per school and reducing enrollment in low-quality medical schools. Furthermore, it is necessary to establish new medical schools while improving the operating level of existing ones.

Time to Rethink: Educating for a Technology-Transformed World

Purpose We hope to provoke a conversation about preparing students for an uncertain future that unforeseeable technological innovations will transform in ways we cannot predict. The unprecedented disruption caused by the COVID-19 pandemic makes this an opportune time to reconsider all dimensions of education. Design/Approach/Methods We present information on how technology is transforming virtually every aspect of our lives and the threats we face from social media, climate change, and growing inequality. We then analyze the adequacy of proposals for teaching new skills, such as 21st-Century Skills, to prepare students for a world of work that is changing at warp speed. Findings Despite harbingers of a radically different future, most schools continue to operate much as they have for centuries, providing a one-size-fits-all education. Technology now enables an unprecedented degree of personalization. We can tailor learning opportunities to individual students' interests, talents, and potential with teachers serving as guides, resources, and critical friends. The Internet afford a cornucopia of learning opportunities—online courses, international experts, global collaborations, accessible databases, and libraries. Learning can occur virtually anywhere. Originality/Value The future depends on decisions we are making today about education. The value of this article is that we call for rethinking every component of education rather than considering each element independently.

ST-SEGMENT-ELEVATION MYOCARDIAL INFARCTION in COVID-19

Introduction: The Severe Acute Respiratory Syndrome Coronavirus-2 have been associated with cardiovascular adverse events including acute myocardial infarction due to a prothrombotic and hypercoagulable status, and endothelial dysfunction. Case report: We report the case of a 62-year-old women, admitted to the hospital via the emergency room for acute chest pain and dyspnea. A nasopharyngeal swab was positive for COVID19 real-time reverse transcriptase-polymerase chain reaction 11 day ago. On admission, she was hypotensive with systolic blood pressure measering 87 mmHg and tachycardic with 117 beats/min, oxygen saturation (SO2) was 94%. An 18-lead ECG revealed an infero-postero-lateral ST-elevation myocardial infarction with right ventricular involvement and a seconddegree- Mobitz Type 1 atrioventricular block. The coronary angiography from the right femoral artery showed acute thrombotic occlusion of the first diagonal branch with TIMI 0 flow and acute thrombotic occlusion of proximal right coronary artery with TIMI 0 flow. The most likely diagnosis was myocardial infarction secondary to a non-atherosclerotic coronary occlusion. The angioplasy was performed with dilatations with a semi compliant balloon, bailout implant of BMS, manual thrombus aspiration and intracoronary injection of tirofiban in the right coronary artery. The myocardial revascularization was ineffective. The patient developed significant severe hemodynamic instability and cardiac arrest for pulseless electric activity after 24 hours. Conclusion(s): The COVID-19 outbreak implies deep changes in the clinical profile and therapeutic management of STEMI patients who underwent PCI. At present, the natural history of coronary embolism is not well understood;however, the cardiac mortality rate are hight. This suggests these patients require further study to identify the natural history of the condition and to optimize management to improve outcome.

Freire 2.0: Pedagogy of the digitally oppressed

This paper reinvents Freire's concepts of ‘banking education' and ‘literacy' within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire's banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google Classroom) to reveal a type of learning that further exacerbates the teacher-student dichotomy without liberating either party in a Freirean sense. We then use a Foucauldian lens to bring an awareness to how the accelerated use of these systems at scale, in part caused by the COVID-19 pandemic, can further entrench a data-driven, dehumanized educational experience which increases corporate profitability perhaps over the needs of students. Finally, we use these insights to modernize Freire's concept of ‘literacy' by building on Critical Medial Literacy (CML) in order to help educators address LMSs, (mis)information facilitated by digital content, and schooling in a (post)pandemic and postdigital world.

Post-Covid Myocarditis Simulating Acute Coronary Syndrome

Background: Acute myocarditis corresponds to an acute inflammation of the myocardium whose origin is most often viral. Several viruses can be incriminated to note the parvovirus B19, the virus herpes of the group 6 and to a lesser degree the virus of the hepatitis C (VHC) [18,19]. Since 2019 and with the discovery of SARS COV2 some cases of myocarditis associated with covid have been noted, this last association is rare and is present in only 5% of cases [8]. The diagnosis of myocarditis is sometimes difficult and can lead to confusion with acute coronary syndrome, especially in cases of ST-segment elevation on the EKG, hence the interest of magnetic resonance imaging, which has made it possible in recent years to reduce the rate of unnecessary coronary angiography, especially in the case of young subjects with no cardiovascular risk factors. in this context we report the case of a 33 year old patient with no cardiovascular risk factors and no medical or surgical antecedents who was admitted to the emergency department for the management of acute chest pain related to acute post-covid myocarditis, the patient was initially admitted to the cardiology intensive care unit where he was put in condition and under analgesic treatment and under therapeutic protocal of covid 19 and under anticoagulation based on low molecular weight heparin at preventive dose with a good clinical evolution he was transferred thereafter to the clinical cardiology then declared outgoing under treatment of covid 19 with an appointment of control in 1 month.

Two Major Economic Crises in the Early Twenty-First Century and their Impact on Central Bank Independence

Two major economic crises in the early twenty-first century have had a serious impact on monetary policy and CB independence. Disruption in financial intermediation and associated deflationary pressures caused by the global financial crisis of 2007–2009 and European financial crisis of 2010–2015 pushed central banks (CBs) in major currency areas towards adoption of unconventional monetary policy measures, including large-scale purchase of government bonds (quantitative easing). The same approach has been taken by CBs in response to the COVID-19 crisis in 2020 even if the characteristics of this crisis differ from the previous one. As a result of both crises, CBs have become major holders of government bonds and de facto – main creditors of governments. Against rapidly deteriorating fiscal balances, CBs have become hostages of fiscal policies, which compromises their independence. Risks to the CB independence also come from their additional mandates (beyond price stability) and populist political pressures.

COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

ePRO and Ensuring Data Integrity

An increased focus on patient engagement and the 21st Century Cures Act, regulatory authorities, i.e., the FDA, are embracing the need for more patient-centric drug development and wider access to assure accurate data collection as trials become more decentralized. The focus on improved visibility and oversight of data collection, faster trial implementation, sharing of real-time data and patient comfort and collaboration has led to a variety of eClinical applications. ePRO and other eCOA approaches can transform trials to make them more pragmatic, patient-centric and efficient by maximizing the potential to quickly access data through electronic health records, and especially to assist trial managers to make reliable data-driven decisions, and to mitigate risks. In the area of event prediction, a trial manager can look into a company's historical clinical trial data and provide data guidance when for example, writing new protocols, i.e., for dosages that may need to be increased/ reduced for trials in different geographic areas or age groups.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

COVID-19 and Acute Coronary Syndrome: A Literature Review.

The coronavirus disease 2019, also known as the COVID-19 pandemic has had a deleterious impact on daily living, with health and socioeconomic effects of a global magnitude. Acute coronary syndrome (ACS), an important cardiovascular disease with significant morbidity and mortality rates, has been frequently reported in patients with this novel virus. This review aims to discuss the potential associations between COVID-19 and ACS with the use of multiple databases, including but not limited to; PubMed, ScienceDirect, World Health Organization, and American Heart Association. We have explored the pathophysiology of ACS, focusing on COVID-19 in particular with the use of various works of literature that highlights the pattern of viral entry and replication via the angiotensin-converting enzyme II. The review has also discussed the impact of the pandemic on hospital admissions, diagnosis, and management of ACS patients, as well as briefly highlighted a possible link between the widely available COVID-19 vaccines and possible cardiovascular complications. The association between COVID-19 and ACS needs more in-depth studies to help establish whether there exists a direct causal and or inciting correlation between them. Understanding this association might lead to new research and treatment options for ACS patients.

Association of Polymorphisms of IL-6 Pathway Genes (IL6, IL6R and IL6ST) with COVID-19 Severity in an Amazonian Population.

Interleukin-6 has been recognized as a major role player in COVID-19 severity, being an important regulator of the cytokine storm. Hence, the evaluation of the influence of polymorphisms in key genes of the IL-6 pathway, namely IL6, IL6R, and IL6ST, may provide valuable prognostic/predictive markers for COVID-19. The present cross-sectional study genotyped three SNPs (rs1800795, rs2228145, and rs7730934) at IL6. IL6R and IL6ST genes, respectively, in 227 COVID-19 patients (132 hospitalized and 95 non-hospitalized). Genotype frequencies were compared between these groups. As a control group, published data on gene and genotype frequencies were gathered from published studies before the pandemic started. Our major results point to an association of the IL6 C allele with COVID-19 severity. Moreover, IL-6 plasmatic levels were higher among IL6 CC genotype carriers. Additionally, the frequency of symptoms was higher at IL6 CC and IL6R CC genotypes. In conclusion, the data suggest an important role of IL6 C allele and IL6R CC genotype on COVID-19 severity, in agreement with indirect evidence from the literature about the association of these genotypes with mortality rates, pneumonia, and heightening of protein plasmatic levels pro-inflammatory driven effects.

Escherichia coli ST2797 Is Abundant in Wastewater and Might Be a Novel Emerging Extended-Spectrum Beta-Lactamase E. coli.

The increasing prevalence of antibiotic-resistant bacteria is an emerging threat to global health. The analysis of antibiotic-resistant enterobacteria in wastewater can indicate the prevalence and spread of certain clonal groups of multiresistant bacteria. In a previous study of Escherichia coli that were isolated from a pump station in Norway over 15 months, we found a recurring E. coli clone that was resistant to trimethoprim, ampicillin, and tetracycline in 201 of 3,123 analyzed isolates (6.1%). 11 representative isolates were subjected to whole-genome sequencing and were found to belong to the MLST ST2797 E. coli clone with plasmids carrying resistance genes, including blaTEM-1B, sul2, dfrA7, and tetB. A phenotypic comparison of the ST2797 isolates with the uropathogenic ST131 and ST648 that were repeatedly identified in the same wastewater samples revealed that the ST2797 isolates exhibited a comparable capacity for temporal survival in wastewater, greater biofilm formation, and similar potential for the colonization of mammalian epithelial cells. ST2797 has been isolated from humans and has been found to carry extended spectrum ß-lactamase (ESBL) genes in other studies, suggesting that this clonal type is an emerging ESBL E. coli. Collectively, these findings show that ST2797 was more ubiquitous in the studied wastewater than were the infamous ST131 and ST648 and that ST2797 may have similar abilities to survive in the environment and cause infections in humans. IMPORTANCE The incidence of drug-resistant bacteria found in the environment is increasing together with the levels of antibiotic-resistant bacteria that cause infections. The COVID-19 pandemic has shed new light on the importance of monitoring emerging threats and finding early warning systems. Therefore, to mitigate the antimicrobial resistance burden, the monitoring and early identification of antibiotic-resistant bacteria in hot spots, such as wastewater treatment plants, are required to combat the occurrence and spread of antibiotic-resistant bacteria. Here, we applied a PhenePlate system as a phenotypic screening method for genomic surveillance and discovered a dominant and persistent E. coli clone ST2797 with a multidrug resistance pattern and equivalent phenotypic characteristics to those of the major pandemic lineages, namely, ST131 and ST648, which frequently carry ESBL genes. This study highlights the continuous surveillance and report of multidrug resistant bacteria with the potential to spread in One Health settings.

The effects of online peer-facilitated learning and distributed pair programming on students' learning.

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.