A Model of Practice for Improving Autism Knowledge in Teachers of Mainstream Students on the Autism Spectrum in Australia

2021 ◽  
pp. 1-16
Author(s):  
Susan Bruck ◽  
Ainslie Robinson ◽  
Emma Gallagher
Keyword(s):  
Mode Of Delivery ◽  
Autism Spectrum ◽  
Online Support ◽  
Mainstream Teachers ◽  
Web Based ◽  
Face To Face ◽  
Practical Support ◽  
The Impact ◽  
Educational Decision Making ◽  
Model Of Practice

Abstract Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals E-Mail Usage in South Pacific Distance Education

2011 ◽  
pp. 2325-2332
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Impact of COVID-19 on training: a single-centre survey of trainees

2020 ◽  
Vol 4 (1) ◽  
pp. e000757
Author(s):  
Thomas Whitby ◽  
Gavin Cleary ◽  
Clare P Halfhide
Keyword(s):  
Online Survey ◽  
Traditional Learning ◽  
Single Centre ◽  
Web Based ◽  
Face To Face ◽  
Improvement Programs ◽  
Alder Hey ◽  
Quality Improvement Programs ◽  
The Impact ◽  
Training Opportunities

To review the impact of COVID-19 on postgraduate paediatric training, a 10-question online survey was designed to evaluate trainees’ training opportunities. 56 trainees working at a single centre, Alder Hey Children’s Hospital, completed the survey. The majority of trainees felt that COVID-19 had affected their training. Trainees wanted to become involved in Quality Improvement Programs. Face-to-face teaching was still favourable but web-based teaching methods were preferred. Novel online, Worked Based Assessment clinics were well received. COVID-19 has affected traditional learning opportunities but offered a new positive range of digital solutions to give and store educational material.

scholarly journals Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

2020 ◽  
Vol 10 (10) ◽  
pp. 291
Author(s):  
Kelum A. A. Gamage ◽  
Dilani I. Wijesuriya ◽  
Sakunthala Y. Ekanayake ◽  
Allan E. W. Rennie ◽  
Chris G. Lambert ◽  
...  
Keyword(s):  
Learning Experience ◽  
Mode Of Delivery ◽  
National Policy ◽  
Academic Standards ◽  
The Novel ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Laboratory Facilities ◽  
Novel Coronavirus

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents.

scholarly journals The Use of New Digital Information and Communication Technologies in Psychological Counseling during the COVID-19 Pandemic

2020 ◽  
Vol 17 (20) ◽  
pp. 7663
Author(s):  
Artemisa R. Dores ◽  
Andreia Geraldo ◽  
Irene P. Carvalho ◽  
Fernando Barbosa
Keyword(s):  
Information And Communication Technologies ◽  
Online Survey ◽  
Communication Technologies ◽  
Professional Experience ◽  
Digital Information ◽  
Web Based ◽  
Face To Face ◽  
Information And Communication ◽  
The Impact ◽  
Positive Results

The use of digital information and communication technologies (ICTs) has enabled many professionals to continue to provide their services during the COVID-19 pandemic. However, little is known about the adoption of ICTs by psychologists and the impact of such technologies on their practice. This study aimed to explore psychologists’ practices related with the use of ICTs before and during the COVID-19 lockdown, to identify the main changes that the pandemic has brought and the impact that such changes have had on their practice with clients, and also identify the factors that potentially have affected such changes. The Portuguese Psychologists Association announced the study, and 108 psychologists responded to an online survey during the mandatory lockdown. The results showed that these professionals continued to provide their services due to having adopted ICTs. Comparing with face-to-face interventions, psychologists recognized that additional precautions/knowledge were needed to use such technologies. Despite the challenges identified, they described the experience with the use of ICTs as positive, meeting clients’ adherence, and yielding positive results. Psychologists with the most years of professional experience maintained their services the most, but those with average experience showed the most favorable attitudes toward the use of technologies and web-based interventions.

Web-Based Psychotherapy and Exercise Interventions for Depressive and Anxiety Disorders

2022 ◽  
pp. 93-114
Author(s):  
Lara Carneiro ◽  
José Afonso ◽  
Filipe Clemente ◽  
Roberta Frontini
Keyword(s):  
Psychiatric Symptoms ◽  
Well Being ◽  
Anxiety And Depression ◽  
Online Counseling ◽  
Web Based ◽  
Exercise Interventions ◽  
Face To Face ◽  
Online Psychotherapy ◽  
Depression Disorders ◽  
The Impact

The last decade has seen a renewed recognition of the interconnection of the mental and physical well-being of people living with anxiety and depression disorders. Research has assessed the impact of exercise and psychological interventions as monotherapy and complementary treatments to usual care and found considerable benefits to reduce psychiatric symptoms and improve better quality of life. There is growing interest in online interventions, and online counseling can be an alternative to traditional face-to-face therapies. Questions remain on the effectiveness and best practices to deliver such interventions. The authors identify and summarize research evaluating online psychotherapy and exercise interventions in individuals with anxiety and depression disorders. They address web-based psychotherapy interventions and web-based exercise interventions for anxiety and depression disorders, followed by combined web-based intervention with psychotherapy and exercise, and discuss strategies to improve adherence to treatments.

scholarly journals Personalised nutrition advice delivered online or face-to-face is more effective at motivating healthier dietary choices than generalised advice in Kuwait

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Balqees Alawadhi ◽  
Rosalind Fallaize ◽  
Rodrigo Zenun ◽  
Faustina Hwang ◽  
Julie Lovegrove
Keyword(s):  
Healthy Eating ◽  
Population Based ◽  
Healthy Eating Index ◽  
Dietary Quality ◽  
Randomised Control Trial ◽  
Control Group ◽  
Web Based ◽  
Personalised Nutrition ◽  
Face To Face ◽  
The Impact

AbstractIntroductionThe adoption of poor dietary and lifestyle habits have been associated with the development of non-communicable disease. The majority of strategies implemented to enhance dietary quality of individuals follow a “one size fits all” standardised approach. Results of recent trials have suggested that Personalised Nutrition (PN), tailored to individual requirements, is able to improve dietary intakes, yet limited focus has been given to the effectiveness of face-to-face compared with online methods. The aim of the EatWellQ8 randomised control trial (RCT) was to assess the impact of web-based PN advice, face-to-face PN advice and standardised advice, on adherence to healthy eating in Kuwait.Materials and MethodsFree living adults aged 21–65 years, were recruited for the 12-week study and randomised to; face-to-face PN, web-based PN or generalised (control) advise groups. Dietary intake and self-reported anthropometric measurements were assessed at baseline, 6 and 12 weeks. A validated food frequency questionnaire (FFQ) modified from the EPIC FFQ was used to assess food and nutrient intake. Diet quality was assessed by a 10-component modified Alternative Healthy Eating Index (m-AHEI) which was used to generate the PN advice. At 0 and 12-weeks post FFQ completion, participants randomised to the PN intervention groups were presented with 3 tailored dietary messages based on the m-AHEI components that received the lowest scores.Results320 participants completed the trial. Due to over/underreporting, 100 were included in the analysis (71% female, 29% male) with a mean age of 38.6 years (SD 14.3), and body mass index (BMI) of 25.1 kg/m2 (SD 4.2). After 12-weeks intervention, m-AHEI scores increased significantly in both PN intervention groups (face-to-face PN 19%, web-based 12%) compared to controls (4%) (P < 0.01) and significantly higher intakes of vegetables and fruits, and lower intakes of sugars compared with controls (P < 0.05). The PN intervention groups also significantly increased their intakes of omega 3 fatty acids and total folate compared with the control group (P < 0.05). The Face-to-face PN group significantly reduced weight (-1.9 kg) and BMI (-0.5 kg/m2) compared to web-based PN and control groups(P < 0.01).DiscussionIn adults living in Kuwait, PN advice, delivered face-to-face or online, was more effective at improving dietary quality than population-based advice. Face-to-face PN was found to be more effective at inducing weight-loss in adults compared to web-based PN and population-based advice.

scholarly journals The impact of web-based and face-to-face simulation on patient deterioration and patient safety: protocol for a multi-site multi-method design

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Simon J. Cooper ◽  
Leigh Kinsman ◽  
Catherine Chung ◽  
Robyn Cant ◽  
Jayne Boyle ◽  
...  
Keyword(s):  
Patient Safety ◽  
Web Based ◽  
Face To Face ◽  
Patient Deterioration ◽  
The Impact

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

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