Health Care Workers' Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis.

Background: Massive open online courses (MOOCs) are increasingly used to educate health care workers during public health emergencies. In early 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with 6 courses specifically targeting health care workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19, equipping health care workers across the globe to provide health care safely and effectively to patients with the novel infectious disease. Although the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating health care workers to enroll in and complete courses, particularly in low-income countries (LICs) and lower-middle-income countries (LMICs). Objective: This study seeks to gain insights on the characteristics and motivations of learners turning to MOOCs for just-in-time training, to provide evidence that can better inform MOOC design to meet the needs of health care workers. We examine data from learners in 1 Stanford University and 6 WHO COVID-19 courses to identify (1) the characteristics of health care workers completing the courses and (2) the factors motivating them to enroll. Methods: We analyze (1) course registration data of the 49,098 health care workers who completed the 7 focal courses and (2) survey responses from 6272 course completers. The survey asked respondents to rank their motivations for enrollment and share feedback about their learning experience. We use descriptive statistics to compare responses by health care profession and by World Bank country income classification. Results: Health care workers completed the focal courses from all regions of the world, with nearly one-third (14,159/49,098, 28.84%) practicing in LICs and LMICs. Survey data revealed a diverse range of professional roles among the learners, including physicians (2171/6272, 34.61%); nurses (1599/6272, 25.49%); and other health care professionals such as allied health professionals, community health workers, paramedics, and pharmacists (2502/6272, 39.89%). Across all health care professions, the primary motivation to enroll was for personal learning to improve clinical practice. Continuing education credit was also an important motivator, particularly for nonphysicians and learners in LICs and LMICs. Course cost (3423/6272, 54.58%) and certification (4238/6272, 67.57%) were also important to a majority of learners. Conclusions: Our results demonstrate that a diverse range of health care professionals accessed MOOCs for just-in-time training during a public health emergency. Although all health care workers were motivated to improve their clinical practice, different factors were influential across professions and locations. These factors should be considered in MOOC design to meet the needs of health care workers, particularly those in lower-resource settings where alternative avenues for training may be limited.

Feasibility and acceptance of ready-made standard operating procedures in calf care on German dairy farms.

Calf loss continues to be a considerable problem on German dairy farms. Untrained personnel or the lack of best practice routines are potential reasons. Standard operating procedures (SOPs) may increase process consistency and can improve animal health and animal welfare. We developed SOPs for 8 important tasks in calf care and provided them online to interested dairy farmers and their employees. Five questionnaires were embedded to collect data on demographics, use, perception, and feasibility of SOPs. Main objectives of the study were to investigate 1) if there is a gap between the existence of SOPs and the wish for SOPs, 2) if participants (n = 301) consider ready-made SOPs as feasible for their farm and 3) suitable to train new personnel, and 4) if they state their confidence in task execution higher after the courses. We experienced a strong discrepancy between the existence (13.1%) and the wish for SOPs (69.4%). Most the participants rated ready-made SOPs as feasible for their farm (66.5%). Eighty-five percent fully agreed or agreed to the statement that SOPs are a suitable tool for training new employees. Interestingly, 64.2% of employees mentioned, that they wanted to be involved in the creation of SOPs specific to their farm. The SOP based e-learning courses increased the confidence in performing tasks in calf care, especially concerning the tasks which were less often performed tasks such as tube feeding, emergency care and testing of colostrum quality.

Listening effort, fatigue, and streamed voice quality during online university courses.

Understanding the impact of listening effort (LE) and fatigue has become increasingly crucial in optimizing the learning experience with the growing prevalence of online classrooms as a mode of instruction. The purpose of this study was to investigate the LE, fatigue, and voice quality experienced by students during online and face-to-face class sessions. A total of 110 participants with an average age of 20.76 (range 18-28) comprising first year undergraduate students in Speech and Language Therapy and Audiology programs in Turkey, rated their LE during the 2022-2023 spring semester using the Listening Effort Screening Questionnaire (LESQ) and assessed their fatigue with the Multidimensional Fatigue Inventory (MFI-20). Voice quality of lecturers was assessed using smoothed cepstral peak prominence (CPPS) measurements. Data were collected from both online and face-to-face sessions. The results revealed that participants reported increased LE and fatigue during online sessions compared to face-to-face sessions and the differences were statistically significant. Correlation analysis showed significant relationships (p < 0.05) between audio-video streaming quality and LE-related items in the LESQ, as well as MFI sub-scales and total scores. The findings revealed a relationship between an increased preference for face-to-face classrooms and higher levels of LE and fatigue, emphasizing the significance of these factors in shaping the learning experience. CPPS measurements indicated a dysphonic voice quality during online classroom audio streaming. These findings highlight the challenges of online classes in terms of increased LE, fatigue, and voice quality issues. Understanding these factors is crucial for improving online instruction and student experience.

Improving undergraduate education of occupational health and occupational medicine appling massive open online courses & problem-based learning.

BACKGROUND: The learning of Occupational Health and Occupational Medicine in undergraduate college students in China has been hindered by various factors. This study aimed to explore the effects of the application of Massive Open Online Courses (MOOC) & Problem-based learning (PBL) in the learning of Occupational Health and Occupational Medicine in undergraduate college students in China. METHODS: Students enrolled in 2017 and 2018 were categorized in the control group and study group, and received PBL learning and MOOC + PBL learning, respectively. The effects of learning were assessed by scores of final exam, satisfaction degree of students, and feedbacks. RESULTS: The mean score of the final exam was not significantly different between the two groups. However, the further comparison by levels of scores showed that the percentages of good and excellent were both significantly higher in the study group than control group. The overall satisfaction degree was significantly higher in the study group than control group. In addition, the scores of the 3 dimensions of satisfaction degree, i.e. learning preparation, learning process, and learning effect, were all significantly higher in the study group than control group. The feedbacks of the students showed that they thought MOOC + PBL learning could better improve the learning efficacy, despite a substantial proportion of students reported that MOOC + PBL learning more time-consuming. CONCLUSIONS: The findings showed that the combination of MOOC and PBL in the learning of Occupational Health and Occupational Medicine is an effective method capable of improving the learning efficacy in college students of Prophylactic Medicine. Further efforts are needed to optimize the MOOC platform to provide a friendlier interface.

Genomics and conservation: Guidance from training to analyses and applications.

Environmental change is intensifying the biodiversity crisis and threatening species across the tree of life. Conservation genomics can help inform conservation actions and slow biodiversity loss. However, more training, appropriate use of novel genomic methods and communication with managers are needed. Here, we review practical guidance to improve applied conservation genomics. We share insights aimed at ensuring effectiveness of conservation actions around three themes: (1) improving pedagogy and training in conservation genomics including for online global audiences, (2) conducting rigorous population genomic analyses properly considering theory, marker types and data interpretation and (3) facilitating communication and collaboration between managers and researchers. We aim to update students and professionals and expand their conservation toolkit with genomic principles and recent approaches for conserving and managing biodiversity. The biodiversity crisis is a global problem and, as such, requires international involvement, training, collaboration and frequent reviews of the literature and workshops as we do here.

The perspectives of health sciences students the new way of learning: Mixed methods design.

Objectives: The study aimed to determine the following four differences between students in the fields of nursing and health systems management: (a) attitudes towards web-based learning, (b) online course anxiety, (c) online course self-efficacy, and (d) intentional use of technology for learning and find factors that influence students' intentional learning with technology. Methods: The study utilized an explanatory sequential mixed methods design. The study was performed according to the checklist for assessment and reporting of document analysis for mixed methods design and research in health professions education. We included students from the School of Health Sciences, including those studying nursing and health systems management. There were 304 students included in our study. Results: Students from health systems management had more positive attitudes toward web-based learning than nursing students. Health science students' years of study, online course self-efficacy, and web-based learning influence intentional learning with technology among students. The qualitative finding corresponds only with the qualitative result demonstrated that online course self-efficacy predicts the intentional use of technology for learning. Conclusions: It is needed to consider factors for designing effective online learning experiences in health science, enabling educators to enhance intentional technology-based learning for nursing and health systems management students through web-based learning optimization.

Assessing the Effectiveness of a Massive Open Online Course for Caregivers Amid the COVID-19 Pandemic: Methodological Study.

BACKGROUND: The COVID-19 pandemic has presented significant challenges to health care systems, particularly impacting the older population due to their vulnerability and increased susceptibility to severe complications. Many of the most vulnerable individuals rely on informal caregivers, who play a vital role in enabling them to continue living in their homes. However, social isolation and limited access to health services during the pandemic have made caregiving more difficult. In response, massive open online courses (MOOCs) have emerged as a training and support solution for caregivers. This study focuses on a MOOC developed to assist caregivers during the pandemic, aiming to enhance their knowledge of COVID-19 and prevention measures and promote effective self-care practices. OBJECTIVE: The study's aim is to develop and validate a MOOC integrating personal and housing hygiene measures to be adopted in self-care-related activities, surveillance, and monitoring by caregivers of the most vulnerable home-dwelling-dependent people, to provide safe care and prevent SARS-CoV-2 infection. METHODS: A methodological study was developed. The content of the MOOC was developed based on scientific evidence and a Delphi study. The course was organized into 9 modules, addressing aspects related to safe self-care assistance and minimizing the risk of contagion. A convenience sample of 33 informal caregivers was recruited through a caregivers' association to verify the adequacy of the course. Knowledge questionnaires were administered before and after the course to assess the impact on caregivers' knowledge. The Family Caregiving Factors Inventory was used to evaluate caregiver resources, knowledge, expectations, and difficulties. Additionally, the technology acceptance model was applied to assess participants' satisfaction with the MOOC. RESULTS: Prior to attending the MOOC, participants demonstrated an average knowledge level score of mean 14.94 (SD 2.72). After completing the course, this score significantly increased to mean 16.52 (SD 2.28), indicating an improvement in knowledge. Caregivers found the course accessible, valuable, and applicable to their caregiving roles. Feedback regarding the MOOC's structure, illustrative videos, and language was overwhelmingly positive. Participants perceived the course as a valuable resource for decision-making in care delivery, leading to enhanced self-esteem and confidence. CONCLUSIONS: The MOOC has proven to be an effective tool for increasing caregivers' knowledge and empowering them in their roles. Remarkably, even low-literacy caregivers found the course valuable for its clear and understandable information. The MOOC demonstrated its adaptability to challenges faced during the pandemic, ensuring access to relevant information. This empowering strategy for caregivers has yielded positive outcomes. The MOOC represents a tool to support and empower informal caregivers, enabling them to provide optimal care during difficult times.

Diversity competence training for health professionals in Europe: a modified delphi study investigating relevant content for short or online courses.

BACKGROUND: Diversity is a reality in our societies, requiring health professionals to adapt to the unique needs of all patients, including migrants and ethnic minorities. In order to enable health professionals to meet related challenges and reduce health disparities, long and demanding training courses have been developed. But due to busy schedules of professionals and often scarce resources, a need for shorter training courses exists. This study aims to investigate which topics and methods should be prioritised in designing basic diversity training courses that provide health professionals the opportunity to foster this competence. METHODS: The study provided an expert panel of 31 academic and clinical migrant health experts with the content and methods of an existing diversity training course. The panel was asked to prioritise training topics and teaching methods in a two-stage process, using an adapted Delphi method. In the first stage, experts rated 96 predefined items, commented on those items, provided answers to eight open-ended questions and suggested additional content for a short course. In the second stage, they commented on the ratings from Round 1, and rated new suggested content. Consensus for training topics was set to 80% and for teaching methods 70%. RESULTS: The entire panel deemed 'health effects of migration (pre-, during- and post-migration risk factors)' to be important or very important to include in a short/online, basic diversity training (100% consensus). Other high-scoring items and therefore topics to be included in trainings were 'social determinants of health' (97%) and 'discrimination within the healthcare sector' (also 97%). A general trend was to focus on reflective practice since almost all items regarding reflection reached consensus. 'Reflection on own stereotypes and prejudices' (97%) was the highest-rated reflection item. 'Opportunities and best practices in working with interpreters' was the highest-scoring skills item, both on consensus (96%) and mean value (5.77). CONCLUSIONS: Experts' prioritizations of teaching content and methods for diversity training can help the design of short (online) trainings for health professionals and reduce unnecessary course content, thereby fostering professional development and enabling diversity competence trainings to be implemented also when time and/or financial resources are limited.

Analysis of participation and performance of MOOC learners via latent class analysis: A retrospective study based on the data of a nursing MOOC from 2018 to 2022.

BACKGROUND: Although massive open online courses have been widely used in nurse education, few studies have evaluated MOOC learner behavioral characteristics. Understanding MOOC learners' participation and performance parameters is helpful for further development and administration of this educational approach. OBJECTIVES: To categorize nursing MOOC learners according to their different learning participation and to compare the differences in learning performance of different types of MOOC learners. DESIGN: Retrospective. SETTINGS AND PARTICIPANTS: Participants evaluated in this study were learners of the Health Assessment MOOC on a Chinese MOOC platform for nine semesters from 2018 to 2022. METHODS: Via latent class analysis, MOOC learners were categorized according to the number of times they participated in each topic test and the final exam. Differences in scores of each topic test and the final exam, case discussion number, and total evaluation score among different learners were compared. RESULTS: Using latent class analysis, MOOC learners were categorized as committed (28.96 %), negative (16.08 %), mid-term dropout (12.78 %) and early dropout (42.18 %) learners. Committed learners performed best and no significant difference were found among other learner types on most topic tests and the final exam. Committed learners participated in case discussions most actively. According to total evaluations, committed, mid-term dropout, early dropout, and negative learners performed from best to worst. CONCLUSION: Health Assessment MOOC learners were categorized using five-years of data. Committed learners performed best. No significant difference in performance was found for other learners on most topic tests and the final exam. Understanding learner characteristics and educational behavior is critical for effective design and administration of future MOOC learning approaches.

Music teachers' professionalism: Realizing intercultural competence in guzheng education when using a MOOC.

The proliferation and increasing application of modern technology have led to the improvement of tactics used to teach to play guzheng, the Chinese national instrument. This study aimed to investigate the effectiveness of using MOOCs (Massive Open Online Courses) for this purpose to argue on the possibility of reforming guzheng instruction in Chinese schools. The basis of this investigation was represented by a specially developed MOOC and an online survey. Verification of the collected data was made by means of Fisher's exact test. As research participants, 88 seventh graders and 10 teachers from three schools in China (China, Taiyuan, Jinzhong) were invited. The time frame this study covered was from February to June of the 2020-2021 academic year. The outcomes obtained from the conducted experiment indicate that the lowest grades were obtained by students who took traditional guzheng lessons and did not take advantage of online learning (71.1, 72.9, and 73.0 for each institution, with an average of 72.3). At the same time, the results of respondents who were additionally involved in the dedicated MOOC were notably higher: 78.8, 78.1, and 79.2, with an average of 78.7 (8.1% better). These data show that the use of modern technology when teaching students to play guzheng is effective. The outcomes of the survey on students' impressions from the proposed learning course and its usefulness revealed that 98% of all the persons involved were satisfied with their participation in the MOOC. Students showed high support for the statements claiming MOOC's positive impact on teachers' intercultural professionalism in guzheng teaching and overall approach to instruction. The practical and scientific significance of this study resides in the fact that it demonstrates the effectiveness of modern technology, particularly distance learning platforms, in the context of guzheng learning. This paper demonstrates clearly that through the use of additional multimedia, better results can be achieved.

Development and empirical study of international student satisfaction model of online course learning interaction in chinese universities.

COVID-19 has disrupted education internationalisation around the world, making online learning a necessary means of learning. This study proposes an International Student Satisfaction Index Model (ISSM) on the interaction of online international courses in Chinese universities, aiming to investigate the potential factors that affect international students' online learning interaction. Based on the large-scale online course practice in Chinese universities during the pandemic, this study adopted a stratified random sampling method to select 320 international students participating in online courses as a research sample. The model proposed in this study includes four antecedent variables, one target variable, and one outcome variable. This study is quantitative, using SPSS26.0 and AMOS 21.0 to analyse the collected empirical data, and the results verify the nine research hypotheses proposed and the applicability of the online course international students' satisfaction index model (ISSM) proposed. The research results provide strong theoretical and practical support for international students' satisfaction with online course learning interaction, which is conducive to the reform of online courses and improving international students' retention rate in the online course.

Cognitive behavioural therapy to treat stress and insomnia: A randomized wait list-controlled trial of two online courses.

This randomized, wait list-controlled trial aimed to evaluate the efficacy of the cognitive behavioural therapy-based online e-learning course stressfit for better stress management and the cognitive behavioural therapy for insomnia-based online course SweetDreams for coping with insomniac problems. The course modules offer state of the art psychoeducation and cognitive behavioural strategies concerning different aspects of stress, sleep and insomnia. They provide practice-oriented exercises for self-reflection, as well as a variety of evidence-based methods and measures to increase self-efficacy when dealing with stress or insomnia. Study participants were randomly assigned to the three test conditions stressfit, SweetDreams or a wait list. Participants filled in questionnaires on a wide range of scales relevant to stress and insomnia at three points in time (before, 4 weeks after, and 3 months after the treatment). Of the 588 participants in total, data from 347 participants (59%) were finally included in the data analyses. Data analyses showed that both courses yielded significant positive effects compared with the wait list condition 4 weeks and to some degree 3 months after completion in relation to insomnia symptoms, physical and psychological wellbeing, life satisfaction and general health (General Health Questionnaire), as well as on satisfaction with and effectiveness of coping with stress and sleep disorders. In conclusion, SweetDreams and stressfit proved to be feasible and effective online cognitive behavioural therapy (for insomnia) tools to reduce insomnia and stress symptoms on a broad variety of scales at the 4-weeks measurement point as well as at the 3-months follow-up.

Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic.

The massive shift from face-to-face classes to online learning due to the COVID-19 pandemic made the assessment of students' capacity to regulate their learning more important. The researchers conducted an explanatory sequential mixed methods design with validation of a five-point 24-item Likert scale questionnaire called the online self-regulated learning questionnaire (OSLQ) for use with Filipino students. The OSLQ was disseminated using cross-sectional survey method through Google Forms and 301 preservice teachers in the Philippines responded. To substantiate the data from the survey, the researchers conducted an interview with the selected participants (n = 10) and faculty members (n = 5) determined through intensity sampling. The confirmatory factor analysis and Cronbach's alpha estimates revealed that the OSLQ is valid and reliable (α = 0.921). The results showed that the participants' self-regulated learning (SRL) skills and strategies are above average, with high levels of environment structuring and goal setting but low on task and help-seeking strategies. They encountered several challenges in employing SRL in online courses. The findings of the study signify the need to use the validated OLSQ for Filipino preservice teachers in various context and to innovate activities that promote SRL skills and strategies.

Negative link prediction to reduce dropout in Massive Open Online Courses.

In recent years, the rapid growth of Massive Open Online Courses (MOOCs) has attracted much attention for related research. Besides, one of the main challenges in MOOCs is the high dropout or low completion rate. Early dropout prediction algorithms aim the educational institutes to retain the students for the related course. There are several methods for identification of the resigning students. These methods are often based on supervised machine learning, and require student activity records to train and create a prediction model based on the features extracted from the raw data. The performance of graph-based algorithms in various applications to discover the strong or weak relationships between entities using limited data encouraged us to turn to these algorithms for this problem. Objective of this paper is proposing a novel method with low complexity, negative link prediction algorithm, for the first time, utilizing only network topological data for dropout prediction. The idea is based on the assumption that entities with similar network structures are more likely to establish or remove a relation. Therefore, we first convert the data into a graph, mapping entities (students and courses) to nodes and relationships (enrollment data) to links. Then we use graph-based algorithms to predict students' dropout, utilizing just enrollment data. The experimental results demonstrate that the proposed method achieves significant performance compared to baseline ones. However, we test the supervised link prediction idea, and show the competitive and promising results in this case as well. Finally, we present important future research directions to improve the results.

Constructing radical community: an ecological model for shifting from an EdD to a We-dD in online doctoral programs.

Online learning is often associated with the alone together paradox that suggests that online students are constantly connected to one another yet feel more alone due to a lack of real social connection. While research has approached this issue from an environmental perspective, some scholars have recently suggested that aspects of online students' complex ecologies, beyond the online program, may also influence the degree students engage socially. This phenomenological study explores the experiences of 10 students enrolled in an online doctoral program in education. In-depth interviews were conducted to discuss how various ecological systems affect students' ability to socially connect in the online program, revealing students reporting feeling apart, but together, rather than alone together. This study encourages online doctoral programs and researchers to take an ecological approach, as opposed to an environmental one, in order to construct a more thorough understanding of the online doctoral student experience.

Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities.

Online courses have become widespread in higher education. Yet, despite their prevalence, they may not suit all learners. Personality influences learner satisfaction and therefore affects learning experience. This study explores the relation between personality traits (using Costa & McCare's Big-Five model) and student satisfaction with various of learning activities offered in online courses, called Techno-Pedagogical Learning Solutions (TPLS). The tested TPLS were discussion groups, digital books, online assignments, surveys/polls and media. Questionnaires were used to measure personality types and satisfaction of 108 university students enrolled in a credited online academic course. Significant correlations were found between all five personality traits and satisfaction with several TPLS. Cluster analysis method was applied to identify learners with similar personality traits. Four groups were formed and group's satisfaction score was measured. It was found that learners assigned to the "neurotic" group exhibited low satisfaction with all TPLS, contrary to learners assigned to the "non-neurotic" group. The findings clearly indicate that personality plays a significant role in online learner satisfaction. Thus, personality traits should be considered when designing learning activities for online courses. Such personality-based personalization may ensure that no learner is left behind, regardless of his\ her attitude toward online learning.

Deep learning course development and evaluation of artificial intelligence in vocational senior high schools.

This study aimed to develop cross-domain deep learning courses of artificial intelligence in vocational senior high schools and explore its impact on students' learning effects. It initially adopted a literature review to develop a cross-domain SPOC-AIoT Course with SPOC (small private online courses) and the Double Diamond 4D model in vocational senior high schools. Afterward, it adopted participatory action research (PAR) and a questionnaire survey and conducted analyses on the various aspects of the technology acceptance model by SmartPLS. Further, this study explored the impact on the effects of deep learning and knowledge-ability learning of artificial intelligence after 16 weeks of course teaching among 36 Grade I students from the electrical and electronic group of a vocational senior high school. This study revealed that (1) the four stages of the SPOC-AIoT Teaching Mode of the Double Diamond 4D model may effectively guide students to learn AIoT knowledge and skills. (2) Based on the technology acceptance model, the analysis of learning and participation in SmartPLS indicated that this model conformed to the academic fitness requirements of the overall model. (3) After learning with the SPOC-AIoT Teaching Mode, the learning effects of students in AIoT have been significantly improved to a positive aspect. Finally, some suggestions were put forward to promote the development of the SPOC-AIoT Teaching Mode Course in the future.

Hospitality education evolution observed in online learning dataset.

The research article "Realtime Online Courses Mutated amid the COVID-19 Pandemic: Empirical Study in Hospitality Program" aims to explore the education evolution amid the pandemic [1]. Data were collected by recruiting 956 respondents; 926 responses were adopted after the valid screening through a cooperative survey company. A random sampling of targeted groups was required when outsourcing the data collection to the survey company Wenjuanxing, a platform with a majority population database providing functions equivalent to Amazon Mechanical Turk [2]. We asked the company to deliver the designed questionnaire to teachers and students in hospitality programs. The reliability and validity of all constructs showed that the questionnaire is proper for measurement [3]. Data analysis applied the structural equation model with Mplus to examine the CFA model and research hypothesis. Structural equation modeling was applied to conduct the hypotheses test and model fitness through the statistical tool Mplus. Results imply that the data is suitable for conducting replication studies.