Podcasts, Google, and YouTube--Oh My! An Innovative Online Course for University Students on Preventing Hearing Loss

The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF

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Hearing Loss and Its Association with Clinical Practice at Dental University Students Through Mobile APP: A Longitudinal Study

Advances in Intelligent Systems and Computing - Information and Communication Technologies of Ecuador (TIC.EC) ◽

10.1007/978-3-030-35740-5_1 ◽

2019 ◽

pp. 3-17

Author(s):

Juan-Carlos Cobos-Torres ◽

Ronald Ramos ◽

Juan Carlos Ortega Castro ◽

Miriam Fernanda Ortega Lopez

Keyword(s):

Hearing Loss ◽

Clinical Practice ◽

Longitudinal Study ◽

University Students ◽

Mobile App

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Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown

Health Psychology Open ◽

10.1177/2055102921999291 ◽

2021 ◽

Vol 8 (1) ◽

pp. 205510292199929

Author(s):

Bruce Hood ◽

Sarah Jelbert ◽

Laurie R Santos

Keyword(s):

University Students ◽

Well Being ◽

University Student ◽

Waiting List ◽

Online Course ◽

First Year ◽

Matched Group ◽

Mental Well Being ◽

Control Study

We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

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