Contraceptive counseling about adverse reactions of intrauterine contraception: exploration of narratives found in web-based discussion boards

This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes and performance, both qualitative and quantitative techniques were used in a mixed methodology approach, including in-depth interviews (N = 9), controlled laboratory observations (N = 8), surveys (N = 243), diary studies (N = 10), classroom observations, recording online usage behaviour, and learning assessments. The paper aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

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The Hybrid Course; Facilitating Learning through Social Interaction Technologies

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch038 ◽

2010 ◽

pp. 540-552

Author(s):

Lorraine D. Jackson ◽

Joe Grimes

Keyword(s):

Social Interaction ◽

Web 2.0 ◽

Course Design ◽

Higher Learning ◽

Discussion Boards ◽

Web Based ◽

Face To Face ◽

Institutions Of Higher Learning ◽

Face To Face Instruction ◽

Data Mashups

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

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Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Journal of Chiropractic Education ◽

10.7899/jce-13-34 ◽

2014 ◽

Vol 28 (2) ◽

pp. 157-163 ◽

Cited By ~ 1

Author(s):

Jean-Nicolas Poirier ◽

Jeffrey R. Cooley ◽

Michelle Wessely ◽

Gary M. Guebert ◽

Kristina Petrocco-Napuli

Keyword(s):

Discussion Board ◽

Discussion Boards ◽

Perceived Effectiveness ◽

Learning Potential ◽

Web Conferencing ◽

Web Based ◽

Case Presentation ◽

Educational Methods ◽

Case Presentations ◽

High Level

Objective The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%–100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

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A Web-Based Survey on Factors for Unvaccination and Adverse Reactions of SARS-CoV-2 Vaccines in Chinese Patients with Psoriasis

Journal of Inflammation Research ◽

10.2147/jir.s341429 ◽

2021 ◽

Vol Volume 14 ◽

pp. 6265-6273

Author(s):

Qiaolin Wang ◽

Chengzhi Lv ◽

Xi Han ◽

Minxue Shen ◽

Yehong Kuang

Keyword(s):

Adverse Reactions ◽

Chinese Patients ◽

Web Based

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Effects of Augmented Self-Reflections on Health Perceptions During the COVID-19 Pandemic: A Between-Subjects Web-Based Experiment (Preprint)

10.2196/preprints.26963 ◽

2021 ◽

Author(s):

Ayanna Seals ◽

Monsurat Olaosebikan ◽

Jennifer Otiono ◽

Orit Shaer ◽

Oded Nov

Keyword(s):

Adverse Effects ◽

Health Communication ◽

Adverse Reactions ◽

Human Perception ◽

Communication Strategy ◽

Health Perceptions ◽

Perceived Threat ◽

Web Based ◽

Vicarious Reinforcement ◽

The Impact

BACKGROUND Augmented Reality (A.R.) technologies with the potential for augmenting mirror and video self-reflections are growing in popularity. It is important to study how the use of these tools may impact human perception and emotion as it relates to health behavior. OBJECTIVE We aimed to examine the impact of mirror self-focus attention and vicarious reinforcement on psychological predictors of behavior change during the COVID-19 pandemic. In addition, our study included measures of fear and message minimization to assess potential adverse reactions to the design interventions. METHODS A web-based between-subjects experiment (n = 335) was conducted to compare the health perceptions of participants in different design conditions. Those who experienced mirror self-focus, vicarious reinforcement, or a combination of the two were compared to a control condition. RESULTS We found that participants who engaged in mirror self-focus, when combined with vicarious reinforcement displayed directly on the user, resulted in elevated scores of perceived threat severity (P = 0.03) and susceptibility (P = 0.01) when compared to the control. A significant indirect effect of direct mirror reinforcement on intention was found with perceived threat severity as a mediator (b = .06, 95% CI= [.02, .12], SE = .02). Direct mirror reinforcement did not result in higher levels of fear (P = 0.32) or message minimization (P = 0.42) when compared to the control. CONCLUSIONS Augmenting reflections with vicarious reinforcement may be an effective strategy for health communication designers. While our study’s results did not show adverse effects in regards to fear and message minimization, utilization of augmenting reflections should be done with care due to possible adverse effects of heightened levels of fear as a health communication strategy.

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Healthcare workers’ reasons for choosing between two different COVID-19 prophylaxis trials in an acute pandemic context: Results from an online survey (Preprint)

10.2196/preprints.23441 ◽

2020 ◽

Author(s):

Alberto Borobia ◽

Irene García-García ◽

Lucía Díaz-García ◽

Amelia Rodríguez-Mariblanca ◽

Lucía Martínez de Soto ◽

...

Keyword(s):

Clinical Trials ◽

Scientific Knowledge ◽

Healthcare Workers ◽

Online Survey ◽

Adverse Reactions ◽

Web Based ◽

Main Motivation ◽

Survey Participation ◽

News Bulletin ◽

Motivation To Participate

BACKGROUND In April 2020, two independent clinical trials (CT) to assess SARS-Cov-2 prophylaxis in healthcare workers were started in our Hospital: MeCOVID (melatonin vs placebo) and EPICOS (tenofovir disoproxil/emtricitabine vs hydroxychloroquine vs the combination of both vs placebo). OBJECTIVE We aim to evaluate the motivations to participate and the reasons to choose one or another. METHODS Both CTs were offered to personnel through the internal news bulletin. After the screening visit, all subjects were asked to answer a web-based survey. RESULTS In the first month, 206 healthcare workers were screened and 160 randomized. Survey participation was quite high, 73.3%. The main motivation to participate was “to contribute to scientific knowledge” 53.0%, followed by “to avoid SARS-Cov-2 infection” and “the interest to be tested for SARS-CoV-2”. We found differences between physicians and nurses in the expected personal benefits (P<0.05). The vast majority of the volunteers selected the MeCOVID study, the main reason was the fear of adverse reactions associated with treatments in EPICOS, 69.4%. CONCLUSIONS Healthcare workers´ motivations to participate in prophylaxis trials in a pandemic context appear to be driven mostly by their desire to contribute to science and getting some health benefits. Safety seems to weight way more than efficacy to choose between CTs.

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The Hybrid Course

Social Computing ◽

10.4018/978-1-60566-984-7.ch052 ◽

2010 ◽

pp. 816-828

Author(s):

Lorraine D. Jackson ◽

Joe Grimes

Keyword(s):

Web 2.0 ◽

Course Design ◽

Higher Learning ◽

Discussion Boards ◽

Hybrid Courses ◽

Web Based ◽

Face To Face ◽

Institutions Of Higher Learning ◽

Face To Face Instruction ◽

Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools: that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

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The Hybrid Course

Handbook of Research on Social Interaction Technologies and Collaboration Software ◽

10.4018/978-1-60566-368-5.ch020 ◽

2010 ◽

pp. 220-232

Author(s):

Lorraine D. Jackson ◽

Joe Grimes

Keyword(s):

Web 2.0 ◽

Course Design ◽

Higher Learning ◽

Discussion Boards ◽

Hybrid Courses ◽

Web Based ◽

Face To Face ◽

Institutions Of Higher Learning ◽

Face To Face Instruction ◽

Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

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Constructing a ‘third space’ for EFL learners: Where language and cultures meet

ReCALL ◽

10.1017/s0958344007000821 ◽

2007 ◽

Vol 19 (2) ◽

pp. 224-241 ◽

Cited By ~ 8

Author(s):

MEEI-LING LIAW

Keyword(s):

Learning Environment ◽

Language Learning ◽

Intercultural Competence ◽

Discussion Boards ◽

Online Forums ◽

Extensive Reading ◽

Web Based ◽

Web Based Learning ◽

On Line ◽

The Web

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.

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