Performance Analysis of Learner Behavior Through Online Learning Using Learning Management System

This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.

Perceptions of university students regarding engagement in synchronous discussions involving teamwork during the COVID-19 pandemic

Teamwork is usually a component of the learning assessment framework of online courses, and the timely sharing of information and feedback through synchronous communication is beneficial for team-based assignments. However, during the COVID-19 pandemic, university students did not always actively engage in virtual teamwork in online environments because they were learning from home and were subject to the effect of disruptions at home. This study explored the perceptions of university students who engaged in synchronous discussions involving teamwork during the COVID-19 pandemic. Semi-structured individual interviews were conducted with 25 Taiwanese university students. Through qualitative methods that incorporated individual interviews and a content analysis, six content concepts were established. Afterward, relational content analysis was conducted. This study revealed that the students benefited from visible synchronous discussions in terms of inquiry dialogue, project creation, and learning satisfaction. Notably, the interviewees mostly did not switch on their webcams but recognized that webcam use can benefit discussions. The participants' decision to switch on/off their webcams was primarily influenced by their perception of the importance of a given project than by their privacy concerns. Moreover, when home-based leaning was implemented during the COVID-19 pandemic, group leaders encountered an obstruction when they were guiding their group members to engage in teamwork involving physical tasks. Future studies should explore how members should be guided to engage in teamwork involving physical tasks during synchronous discussions.

Practicing Critical Thinking Skills Within a Pedagogy of Renewal

The COVID-19 "pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard's discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.

EDQM Combats COVID-19 and Makes Plans for Future

Developers can take them into account to help build appropriate analytical control strategies for their COVID-19 candidate vaccines and ensure the quality and safety of the final product," says Keitel. For USP, building trust in the effectiveness of COVID19 vaccines and treatments, ensuring global access to these treatments, and combating falsified and substandard medicines are the focus, according to Fouad Atouf, PhD, vice president, USP Global Biologics. [...]for existing and new therapies, USP compendial tests and methods address common issues shared by all drug manufacturers, such as suitability, validation, contamination control, stability testing, and qualification of raw materials," Atouf adds. -

It Can Be Done: Engaging and Powerful Social Studies Education Using Technology

My biggest fear about teaching a social studies methods class with COVID restrictions was talking "at" my teacher candidates and not modeling interactive and engaging social studies education. Social studies education should be engaging and student-centered. In this article, I offer technological adaptations to lessons that center around three main ideas of history/social studies teaching: Promoting Historical Inquiry, Facilitating Discussions, and Supporting Civic Engagement. With advances in technology and digital learning tools, challenging and active social studies instruction can be achieved in a virtual or hybrid learning environment.

A Story is Better Told With Collective Interests: An Experimental Examination of Misinformation Correction During the COVID-19 Pandemic.

PURPOSE: To examine strategies that help motivate social correction behaviors to combat COVID-19-related health misinformation on social media. DESIGN: 2 (message types: narrative vs statistics) x 2 (social frames: individual vs collective) between-subjects experiment. SETTING: Qualtrics-based online experiment via Lucid. SUBJECTS: The final sample consisted of 450 participants (Mage = 45.31). MEASURES: Manipulation check, discussion and correction intentions, and need for cognition (NFC). ANALYSIS: ANCOVA and PROCESS model 3 were used to analyze the data. RESULTS: Significant interaction effects emerged between message types and social frames on discussion intention, F (1, 442) = 5.26, P = .022, and correction intention, F (1, 442) = 4.85, P = .028. Collectively framed narrative correction (Mdiscussion = 3.15, Mcorrection = 3.17) was more effective than individually framed narrative correction (Mdiscussion = 2.73, Mcorrection = 2.77). Individually framed statistical correction (Mdiscussion = 3.10, Mcorrection = 2.95) was more persuasive than collectively framed statistical correction (Mdiscussion = 2.89, Mcorrection = 2.69). The interaction effects were more evident for people low on NFC, P = .031. CONCLUSION: In motivating social correction behaviors, a story is better told with an emphasis on collective interests, and numbers are better presented with personal gains and losses. Future interventions should identify the target audience based on the level of NFC.

Design of online formative assessment of nursing humanities curriculum during the COVID-19 pandemic: A teaching practice research.

BACKGROUND: Under the digital transformation trend nursing education, online formative assessment (OFA) provides a new opportunity. However, the OFA of nursing humanities course lacks design and practice, and faces the challenge of enhancing effective communication between teachers and students, student participation and autonomous learning. OBJECTIVES: To enhance the reliability of OFA in nursing humanities courses and provide practical experience for online teaching in the nursing profession. DESIGN: A quantitative research approach was used. SETTING: This study was conducted in a comprehensive university in China. PARTICIPANTS: We conducted teaching practice on 185 nursing undergraduates, with 89 students in the experimental group, and 96 students in the control group. METHODS: In the 2020-2021 multicultural nursing course, student learning outcomes and questionnaires were analyzed through the online learning tool Superstar Learning, student feedback and satisfaction questionnaires, and descriptive analysis and independent sample t-tests were conducted using SPSS 25.0 software. RESULTS: The OFA of students using Superstar Learning differed in learning performance and time to receive feedback from teachers between the experimental and control groups, and both groups had higher satisfaction levels. The experimental group's instructional design contained a synchronous classroom discussion module with better participation. CONCLUSIONS: During the COVID-19 pandemic, the use of online learning tools can support the implementation of OFA, build an environment where teachers and students participate together, have a positive impact on the continuous updating of teachers' teaching programs and students' learning outcomes. Simultaneous classroom discussions are expected to be an effective way to improve the reliability of OFA. Our instructional design, provides best practice suggestions for future online teaching and learning.

Predicting factors influencing perceived online learning experience among primary students utilizing structural equation modeling Forest Classifier approach.

Introduction: Amid the COVID-19 pandemic, the temporary closure of educational institutions led to the adoption of remote or online learning delivery. Challenges, especially for grade schools were evident. Objective: This study aimed to identify factors affecting the perceived online discussion experience of Filipino primary students through distance learning in the National Capital Region, Philippines. Method: Variables such as cognitive presence, teaching presence, social presence, and online discussion experience were investigated simultaneously by utilizing the structural equation modeling (SEM) and random forest classifier (RFC) approach. A total of 385 currently enrolled Filipino grade school student participants were surveyed. Results: Results show that cognitive presence has the most significant impact on the perceived online discussion experience, followed by teaching presence, and social presence. This study is the first study that analyzed the online discussion experience among grade school students in online education in the Philippines considering SEM and RFC. It was seen that highly significant factors such as teaching presence, cognitive presence, social presence, triggering events, and exploration will lead to high and very high learning experience with grade school students. Conclusion: The findings of this study would be significant for teachers, educational institutions, and government agencies to improve the online delivery of primary education in the country. In addition, this study presents a reliable model and results which can be extended and applied for academicians, educational institutions, and the education sector to develop ways in enhancing the online delivery of primary education worldwide.

Introduction: Au milieu de la pandémie de COVID-19, la fermeture temporaire des établissements d'enseignement a conduit à l'adoption de la prestation d'apprentissage à distance ou en ligne. Les défis, en particulier pour les écoles primaires, étaient évidents. Objectif: Cette étude visait à identifier les facteurs affectant l'expérience de discussion en ligne perçue des élèves philippins du primaire par le biais de l'apprentissage à distance dans la région de la capitale nationale, aux Philippines. Méthode: Des variables telles que la présence cognitive, la présence dans l'enseignement, la présence sociale et l'expérience de discussion en ligne ont été étudiées simultanément en utilisant l'approche de structural equation modeling (SEM) et de Random Forest classifier (RFC). Un total de 385 élèves philippins actuellement inscrits à l'école primaire ont été interrogés. Résultats: Les résultats montrent que la présence cognitive a l'impact le plus significatif sur l'expérience de discussion en ligne perçue, suivie de la présence pédagogique et de la présence sociale. Cette étude est la première étude qui a analysé l'expérience de discussion en ligne parmi les élèves du primaire dans l'éducation en ligne aux Philippines en tenant compte du SEM et du RFC. Il a été constaté que des facteurs très importants tels que la présence d'enseignement, la présence cognitive, la présence sociale, les événements déclencheurs et l'exploration conduiront à une expérience d'apprentissage élevée et très élevée avec les élèves du primaire. Conclusion: En outre, cette étude présente un modèle et des résultats fiables qui peuvent être étendus et appliqués aux universitaires, aux établissements d'enseignement et au secteur de l'éducation afin de développer des moyens d'améliorer la prestation en ligne de l'enseignement primaire dans le monde entier.

Promoting College Student's Systems Thinking

This study examined how college students in a medical school in China engaged in learning in asynchronous online learning environments during the COVID-19 health crisis. A quasi-experimental design approach was employed to compare if a class of students had better learning outcomes and developed systems thinking when asynchronous discussion forums incorporated an inquiry-based pedagogical approach in one unit, whereas the other unit followed a traditional instructor-led approach. In sum, 25 junior students participated in this study. Quantitative results show that the students had statistically significant higher assessment scores and improved systems thinking when the unit incorporated the inquiry-based pedagogical approach. Qualitative findings also demonstrated how students engaged in learning and how the instructor scaffolded students' inquiries and learning. Practical implications for instructors' teaching online courses are also discussed. © The author(s) 2023.

Development of an integrated telerehabilitation model in children with cerebral visual impairment in South India during the COVID-19 pandemic - A pilot study.

Purpose: Coronavirus disease 2019 (COVID-19) pandemic affected the in-person rehabilitation/habilitation services in families with children with cerebral visual impairment (CVI) in India. This study aimed to develop a structured and family-centered telerehabilitation model alongside conventional in-person intervention in children with CVI to observe its feasibility in the Indian population. Methods: This pilot study included 22 participants with a median age of 2.5 years (range: 1-6) who underwent a detailed comprehensive eye examination followed by functional vision assessment. The visual function classification system (VFCS) was administered to the children and the structured clinical question inventory (SCQI) to the parents. Every participant underwent 3 months of telerehabilitation including planning, training, and monitoring by experts. At 1 month, the parental care and ability (PCA) rubric was administered to the parents. After 3 months, in an in-person follow-up, all the measures were reassessed for 15 children. Results: After 3 months of Tele-rehabilitation there were significant improvements noted in PCA rubric scores (P<0.05). Also, statistically significant improvements were noted in functional vision measured using SCQI and VFCS scores (P<0.05) compared to baseline. Conclusion: The outcomes of the study provide the first steps towards understanding the use of a novel tele-rehabilitation model in childhood CVI along-side conventional face-to-face intervention. The added role of parental involvement in such a model is highly essential.

Implementation of National Leprosy Eradication Programme during COVID-19 era: A qualitative research.

Introduction The COVID-19 pandemic imposed new challenge to the implementation of the National Leprosy Eradication Programme. According to national data, after lockdown due to COVID-19, there was a 29% reduction in total leprosy cases reported in the first quarter (April-June) of 2020 in comparison to 2019. Objectives To explore the difficulties faced by different stakeholders of the National Leprosy Eradication Programme like policy makers, doctors, grass root level health workers as well as leprosy patients during COVID-19 pandemic with respect to programme implementation and access to leprosy care. Materials and Methods Qualitative research was undertaken including two focus-group-discussions held among six leprosy patients diagnosed after lockdown and nine ASHA workers as well as six in-depth interviews of doctors, leprologists, and programme managers. Ethics committee approval was sought and informed consent was obtained from all participants. All focus-group-discussions were electronically recorded and the in-depth interviews telephonically recorded, transcribed and translated from Bengali-to-English. Transcripts were separately coded by researchers and thematically analysed with the help of Visual-Anthropac software version 1.0. Results Solitary focus on COVID-19 control, capacity building and information, education and communication, leprosy case search & surveillance, co-infection among health workers, transportation issues were the themes explored from focus-group-discussions of health workers and ASHA workers. Similarly, the present study identified six themes from in-depth interviews of programme manager, leprologists, programme manager as diagnostic difficulty, operational issues, rehabilitation issues, capacity building & information education and communication activities and way forward. Limitations The research reveals the perceptions of rural population of Eastern India with high leprosy prevalence, which might not be applicable for urban areas or low prevalent districts Conclusion The solitary focus of the administration towards COVID and shifting the infrastructure and human resource only towards the management of COVID can lead to resurgence of the leprosy. Having an organised framework of operations, catering to the need of the front-line workers in rendering services, utilizing the digital platform and social media, and focusing on rehabilitation would be needed to overcome the crisis.

Automated analysis of postings in fourth grade online discussions to help teachers keep students on-track

In the recent, and ongoing, Covid-19 pandemic, remote or online K-12 schooling became the norm. Even if the pandemic tails off somewhat, remote K-12 schooling will likely remain more frequent than it was before the pandemic. A mainstay technique of online learning, at least at the college and graduate level, has been the online discussion. Since it does afford the potential for meaningful learner-learner and instructor-learner interaction, which are vital for distance learning, it is worth considering online discussions for K-12 remote schooling. One challenge with online learning in general, and online discussion in particular, is that it is labor intensive for teachers to moderate. Effective moderating of online discussions is vital for discussions to be nurturing, effective learning situations. Yet, moderating of online discussions is notoriously labor-intensive for teachers/instructors. Further, since younger learners are more likely to drift off topic, in general, but particularly in small group online discussions, automated early warning systems are helpful. The current study collected small group, "book club”, discussion data from fourth graders reading web-based eBooks in Slovenian primary schools, qualitatively coded the data and analyzed postings using computer-based natural language processing to predict when students went off-topic. One indicator that postings are on-topic is book relevance, i.e. that the posting is relevant to eBook content. The computer algorithm correctly predicted book relevance of postings 90 percent of the time, suggesting that automated computer algorithms could assist teachers with moderating online discussions, providing real-time notifications of problems in online discussions. Further, this study provided a proof-of-concept that small group online discussions, in web-based eBooks can be practical and educationally meaningful in fourth grade classes. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge 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.)

Exploring Clinical Decision-Making among the Uro-oncology Multidisciplinary Team: A Qualitative Study.

OBJECTIVE: The aim of this qualitative study was to understand the clinical decision-making process among the genitourinary oncology (GU) multidisciplinary team (MDT) and how patients are engaged in the process. DATA SOURCES: A qualitative descriptive study design was conducted and has been reported according to the Consolidated Criteria for Reporting Qualitative Studies (COREQ). Members of the GU MDT were recruited from a metropolitan tertiary hospital and cancer regional center in Australia serving a population of 550,000. Semistructured interviews were conducted, and the audiorecordings were transcribed; an inductive thematic analysis was used to provide insight from multiple perspectives. CONCLUSION: Three themes emerged: (1) the role and scope of the uro-oncology MDT, (2) lack of person-centered clinical decision-making, and (3) the barriers and facilitators. Amid the COVID-19 pandemic, the MDT discussions transitioned to virtual application, which was found to be convenient and efficient and improved attendance. The GU cancer MDT had a prominent biomedical focus that lacked person-centered considerations. Additional research is needed to explore how person-centered outcomes can be incorporated into the clinical decision-making process. IMPLICATION FOR NURSING PRACTICE: The GU MDT is increasingly important in the care of uro-oncology patients. There appears to be barriers to the implementation of person-centered discussions in the MDT. The effective delivery of multidisciplinary care is contingent on an appropriate mechanism for collaborative communication between all MDT members and patients given the limited involvement of the patient in the MDT itself.

Stability and numerical analysis via non-standard finite difference scheme of a nonlinear classical and fractional order model.

In this paper, we develop a new mathematical model for an in-depth understanding of COVID-19 (Omicron variant). The mathematical study of an omicron variant of the corona virus is discussed. In this new Omicron model, we used idea of dividing infected compartment further into more classes i.e asymptomatic, symptomatic and Omicron infected compartment. Model is asymptotically locally stable whenever R0<1 and when R0≤1 at disease free equilibrium the system is globally asymptotically stable. Local stability is investigated with Jacobian matrix and with Lyapunov function global stability is analyzed. Moreover basic reduction number is calculated through next generation matrix and numerical analysis will be used to verify the model with real data. We consider also the this model under fractional order derivative. We use Grunwald-Letnikov concept to establish a numerical scheme. We use nonstandard finite difference (NSFD) scheme to simulate the results. Graphical presentations are given corresponding to classical and fractional order derivative. According to our graphical results for the model with numerical parameters, the population's risk of infection can be reduced by adhering to the WHO's suggestions, which include keeping social distances, wearing facemasks, washing one's hands, avoiding crowds, etc.

Learning Analytics Overview: Academic Approach and Machine Learning Possibilities

In the Covid-19 era, traditional lecture-based teaching has been undergoing changes in learning design, learners' engagement, and technology integration. Online learning has become an integral part of education around the globe due to its flexibility in learning with respect to place and time. These online courses are available to larger audiences and enable students to have more freedom over the study process. However, freedom also means that instructors have less control to keep students making progress on the course. The flexibility of online courses is encouraging the students to enrol with a few clicks but most of these students are dropping out due to losing interest in the course contents within a few weeks. On the contrary, online learning produces large amounts of data that can be used to follow the learning process and give useful insights for both teachers and students. Learning analytics algorithms utilize these data to identify the factors and parameters that can explain learners' dropout rate, learning performance, as well as suggest possible actions to intrigue learners' active engagement. To conduct further research on the parameters affecting learners' participation in an online course, it is essential to find out the previous research works, best practices, and research trends of learning analytics. In the scope of this work, the authors formulated a search query to generate a pool of most relevant papers from the Scopus database and, hence, identified seven clusters which illustrate the landscape of the learning analytics domain. The authors also employed the Latent Dirichlet allocation (LDA) topic modeling algorithm which is a form of text data mining and statistical machine learning approach to compare the similarities with the clusters generated as a part of literature review. The authors further analyzed the papers in each cluster to identify the parameters which are significant to build a predictive model on learners' dropout rate. This work not only provides a baseline to conduct further research to find out the parameters affecting learners' retention rate but also introduces a systematic methodology to validate the findings of the literature review with a data-driven algorithmic approach. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Financial Reporting Quality during COVID-19: Certified Public Accountant

[...]the length of recovery for the industry should be considered. [...]as companies modify their business models and cost structure, some changes have become permanent and thus recurring. What role can auditors play regarding non-GAAP reporting? Because standards do not require auditors to issue formal opinions on non-GAAP measures, companies therefore need to rely on audit committees. In particular, item 303(a) was added to describe the principal objective of MD&A, stating "the discussion and analysis must focus specifically on material events and uncertainties known to management that are reasonably likely to cause reported financial information not to be necessarily indicative of future operating results or of future financial condition."

Systematic Assessment and Illustration of Students' Online Discussion Engagement

During Covid-19, most of the university courses have been transited to distance education and online teaching. It is unfortunate but true that most of this distance teaching lacks the active participation of learners, thus failing to keep their attention throughout the teaching time. According to "Dale's Cone of Learning,” students only remember 20 percent of the lecture without the involvement of any active participation. So it has become critical to find ways to engage these distance learners actively. The online discussion forum can be utilized as the primary tool to intrigue the active engagement of the learners. Therefore, it is also necessary to measure the students' active engagement in online course discussion forums. Digitalization of the teaching process allows access to a large amount of data representing learners' behavior. Every click can be observed and analyzed, which allows automating the assessment of the learning process. This paper aims to employ an existing approach introduced by the authors in previous work to translate learner's engagement quantitatively based on their online discussion activity, which can be further utilized for assessment and understanding the interaction dynamics within the course. The discussion forum data from three cohorts of an online course on "Systematic Creativity and TRIZ basics” at LUT University, Finland, is analyzed via employing Social Network Analysis and natural language processing (NLP). Learners' engagement in the discussion forums is assessed by focusing on two main criteria: the number of meaningful words used and the centrality measure of network analysis. As a result, the assessment of 50+ students' discussion forum activity depicts a strong correlation between the meaningful words used by the students and their interaction (degree centrality and eigenvector centrality). © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Engaging ESL Students by Online Discussion Forum and Gamification: Teaching Social Sciences to BA Students in a Chinese Transnational University in the Covid-19 Context

In recent years, transnational education (TNE) has seen a surge in numbers across the world and especially in Asian countries. Although student participation is underlined in TNE universities, it can be difficult to achieve due to local students' lack of confidence in English speaking and other locally socio-cultural reasons. Reflecting on the author's teaching practice in a TNE university based in China for two years, this paper discusses the use and value of combining online forum discussion (ODF) with gamification to engage English-as-second-language (ESL) students in a BA-level social sciences module. Combining qualitative in-depth interviews, longitudinal observation and quantitative data analysis, the research explores students' motivations for ODF participation, the contribution of ODF to classroom discussion, as well as the correlation between class participation (including ODF participation) and academic performance. It argues that instructors' facilitation, involvement and the establishment of a learning community are pre-conditions for an active discussion forum to take place, which in turn improves ESL students' class participation and strengthens a sense of connection particularly valuable in the current context of Covid-19 pandemic. Meanwhile, gamification mechanism such as badges and rewards can help to maintain students' engagement and meet their desire for recognition. In addition, ODF participation is found positively correlated with a student's academic performance on a statistically significant level.

Relating Student Performance and Procrastination Behavior in Online Discussion Forums

Procrastination is a behavioral feature in which a person chooses to delay a task or a decision. Academic procrastination is the tendency to postpone school-related obligations despite known negative consequences. In this paper, we examine how procrastination manifests in online discussion forum participation in a university in the Philippines during the COVID-19 pandemic. We visualize how high- and low-performing students differ in the rate at which they respond to discussion forum prompts. We also make use of association rule mining in order to determine which student behaviors are antecedents of procrastination. We find that most high-performing students tend to respond to discussion forum prompts much earlier than most low-performing students. This implies that they procrastinate less. We also found that making initial accesses or posts later or no graded posts at all makes the student at risk for poor performance. © ICCE 2022.All rights reserved.

"Better than the Original": Restorying Dracula to Reset Learning

Like many teachers around the world, in fall 2021, Faughey found that over the course of the pandemic students had become isolated and seemed to be lacking some of the classroom social skills on which he used to rely. At this time, they were all still wearing masks, and students and their families were suffering from COVID- 19. A number of his students were also struggling with anxiety and depression. Therefore, as a teacher who is also a classroom researcher interested in restorative literacy practices, it was particularly important for him to think of the restorative potential of the curriculum and pedagogy. As Maisha T. Winn and colleagues attest, a restorative approach requires "extraordinary (com) passion, patience, and, above all, commitment to shaping their curriculum to meet students' needs where they are, with love, and without judgment". He needed to find a way to authentically invite students into the curriculum, while simultaneously changing aspects of the curriculum in order to meet the needs of the students.