scholarly journals Moving Together: Livestream Virtual Group Movement Classes for Persons With Dementia and Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 275-275
Author(s):  
Deborah Barnes ◽  
Cynthia Benjamin ◽  
Amanda Lee ◽  
Jennifer Lee ◽  
Wolf Mehling ◽  
...  
Keyword(s):  
Social Engagement ◽  
Body Awareness ◽  
Exercise Group ◽  
Live Streaming ◽  
Online Delivery ◽  
Social And Emotional ◽  
Group Movement ◽  
Virtual Group ◽  
Online Format ◽  
Evidenced Based

Abstract MOVING TOGETHER classes deliver an online live-streaming version of the evidence-based Paired PLIÉ (Preventing Loss of Independence through Exercise) group movement program for people living with dementia (PLWD) and caregivers (CGs) that targets physical movements, mindful body awareness, and social engagement. Paired PLIÉ has been found to be associated with improvements in physical, cognitive, social/emotional function, and relationship quality. However, CGs also reported logistical challenges related to attending in-person classes. Our goal was to assess feasibility and satisfaction with an online version of the program developed by Together Senior Health, Inc. Fifteen of twenty-one participants (70%; 8 PLWD, 7 CGs) successfully completed the 12-week program, of whom all (100%) reported being highly satisfied with online delivery. Participants described physical, social and emotional benefits of participating: “I liked the activities with partner and that I could feel various parts of my body getting massage and movement (PLWD);” and “Really enjoyed this class, so did my body, brain and my spirit (CG).” Participants strongly supported the online format: “[I liked] BEING AT HOME! …Getting ready to go out, going out and coming home takes a lot of energy and we are not sure we would participate if it were not online (PLWD).” In conclusion, we found that online delivery of Moving Together is feasible and acceptable to PLWD and CGs. Offering livestream virtual group movement classes such as Moving Together could enhance accessibility to evidenced-based programs for PLWD and CGs.

Creating and Using Multiple Media in an Online Course

2011 ◽  
pp. 1923-1938
Author(s):  
Maurice W. Wright
Keyword(s):  
Electronic Mail ◽  
Online Course ◽  
Web Pages ◽  
Online Delivery ◽  
Musical Sound ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
History Of ◽  
Multiple Media ◽  
Online Format

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.

Social Engagement in Assisted Living and Implications for Practice

2010 ◽  
Vol 31 (2) ◽  
pp. 215-238 ◽  
Author(s):  
Nan Sook Park ◽  
Sheryl Zimmerman ◽  
Kathleen Kinslow ◽  
Hae Jung Shin ◽  
Lucinda Lee Roff
Keyword(s):  
Social Interactions ◽  
Social Relationships ◽  
Assisted Living ◽  
Social Engagement ◽  
Well Being ◽  
Theory Approach ◽  
Southern State ◽  
Social And Emotional ◽  
Grounded Theory Approach ◽  
Depth Interviews

While it is known that social engagement is important for the well-being of older people, its role among residents in assisted living (AL) residences has not been well explored. The purposes of this study were to explore the experiences of social engagement among AL residents and explain its components and processes as unique to this setting. Qualitative data were collected via semistructured, in-depth interviews with 29 residents in four AL residences in a Southern state. Salient themes were derived using the grounded theory approach. Findings revealed the complexity of social engagement and were organized around five themes related to characteristics of desired social relationships, the perspective of time and loss, barriers to and resources for social engagement, and strategies to develop or modify relationships. AL providers could make concerted efforts to develop practices to provide residents with more social and emotional resources and help them engage in meaningful social interactions.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

Teaching Music Online in Higher Education: 2020 conference report

2020 ◽  
Vol 13 (1) ◽  
pp. 95-108
Author(s):  
Brad Merrick ◽  
Carol Johnson
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Conference Report ◽  
Live Streaming ◽  
Communication Structure ◽  
Travel Restrictions ◽  
Online Music ◽  
Face To Face Learning ◽  
Teaching Music ◽  
Online Format

Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event. Embracing the opportunity to model online music pedagogy in its online format, organizers transformed the conference to utilize live-streaming, video recordings and other online active learning strategies. A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on face-to-face learning and travel restrictions. This report is both important and timely, as it provides insights into components that were found to be both necessary and fundamental to the success of the event for music researchers, teachers and other delegates in attendance. Key areas related to organization, communication, structure, protocols and activities were explored through learning analytics and a conference evaluation. Strategies and recommendations are included to assist others who wish to create and present an online conference that exemplifies online pedagogy principles.

On Why the Flipped Classroom Model May Be the Optimum for Heat Transfer Education

2013 ◽  
Author(s):  
Chris J. Kobus
Keyword(s):  
Heat Transfer ◽  
Flipped Classroom ◽  
Content Delivery ◽  
Class Model ◽  
Optimal Method ◽  
Educational Tools ◽  
Online Delivery ◽  
Classroom Activities ◽  
Graphical Visualization ◽  
Online Format

Much has been made of recent news that the field of heat transfer has fewer teaching professors now than in years past. It remains a challenging field for many college students who then tend to go into other engineering applications. But this trend can be reversed by utilizing modern educational tools in a flipped class model that takes advantage of and optimizes both online delivery in concert with classroom activities. Specifically, the flipped classroom model allows for the use of graphical visualization of heat transfer (a phenomena that for the most part is outside our visual spectrum) in an online format and active learning exercises that engage students in the classroom. This paper will explain how both sides of this educational equation may be the optimal method for heat transfer content delivery.

scholarly journals Moving together: Livestream virtual group movement classes for persons living with dementia and caregivers—Feasibility and satisfaction

2020 ◽  
Vol 16 (S7) ◽  
Author(s):  
Cynthia Benjamin ◽  
Amanda Lee ◽  
Jennifer Ann Lee ◽  
Wolf Mehling ◽  
Margaret A Chesney ◽  
...  
Keyword(s):  
Group Movement ◽  
Virtual Group

Online Dance Therapy for People With Parkinson’s Disease: Feasibility and Impact on Consumer Engagement

2021 ◽  
pp. 154596832110462
Author(s):  
Meg E. Morris ◽  
Susan C. Slade ◽  
Joanne E. Wittwer ◽  
Irene Blackberry ◽  
Simon Haines ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Adverse Events ◽  
Social Engagement ◽  
Dance Therapy ◽  
Well Being ◽  
Online Delivery ◽  
Dance Teacher ◽  
Participant Engagement ◽  
Dance Teachers

Background Therapeutic dancing can be beneficial for people living with Parkinson’s disease (PD), yet community-based classes can be difficult to access. Objective To evaluate the feasibility and impact of online therapeutic dancing classes for people in the early to mid-stages of PD. Methods Co-produced with people living with PD, physiotherapists, dance teachers and the local PD association, the ‘ParkinDANCE’ program was adapted to enable online delivery during the COVID-19 pandemic. Participants completed 8 one-hour sessions of online therapeutic dancing. Each person was assigned their own dance teacher and together they selected music for the classes. A mixed-methods design enabled analysis of feasibility and impact. Feasibility was quantified by attendance and adverse events. Impact was determined from individual narratives pertaining to consumer experiences and engagement, analysed with qualitative methods through a phenomenological lens. Results Attendance was high, with people attending 100% sessions. There were no adverse events. Impact was illustrated by the key themes from the in-depth interviews: (i) a sense of achievement, enjoyment and mastery occurred with online dance; (ii) project co-design facilitated participant engagement; (iii) dance instructor capabilities, knowledge and skills facilitated positive outcomes; (iv) music choices were key; and (v) participants were able to quickly adapt to online delivery with support and resources. Conclusions Online dance therapy was safe, feasible and perceived to be of benefit in this sample of early adopters. During the pandemic, it was a viable form of structured physical activity. For the future, online dance may afford benefits to health, well-being and social engagement.

The experiences of older male adults throughout their involvement in a community programme for men

2013 ◽  
Vol 35 (3) ◽  
pp. 531-551 ◽  
Author(s):  
KRISTIN A. REYNOLDS ◽  
COREY S. MACKENZIE ◽  
MARIA MEDVED ◽  
KERSTIN ROGER
Keyword(s):  
Older Adults ◽  
Social Engagement ◽  
Older Men ◽  
Active Ageing ◽  
Potential Utility ◽  
Social And Emotional ◽  
Community Organisations ◽  
Programme Participation ◽  
Community Programmes ◽  
Community Programme

ABSTRACTCommunity programmes have been shown to provide social and emotional benefits for older adults. The vast majority of community programmes for older adults are either mixed-sex or female-oriented in their activities and composition. As such, there is a scarcity of both opportunities for, and research focusing on older male adults’ participation in community programmes geared towards men. The present study describes the experiences of older male adults throughout their involvement in a male-oriented community programme. Participants described their involvement in the community programme on the basis of their characteristics and experiences that preceded their involvement, the characteristics of their current involvement, and aspects of the programme and their participation that promoted their continued involvement. The findings of this study have potential utility for community organisations aiming to increase the involvement of older men in their programmes. Furthermore, the findings indicate that community programme participation has the potential to promote social engagement and healthy, active ageing among older men.

scholarly journals A National Survey of the Social and Emotional Differences Reported by Adults with Disability in Ireland Compared to the General Population

Disabilities ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 89-97
Author(s):  
Roy McConkey
Keyword(s):  
Social Engagement ◽  
Past Research ◽  
Effect Sizes ◽  
Mental Wellbeing ◽  
Emotional Wellbeing ◽  
Persons With Disabilities ◽  
Social And Emotional ◽  
The Social ◽  
Quota Sampling ◽  
The Impact

The disadvantages experienced by adult persons with disabilities are well documented. However, limited evidence is available on the extent of differences in comparison with the non-disabled population. In this study, selected indicators of social status and mental wellbeing derived from past research, were used with national samples of adult persons in Ireland with a disability (n = 440) and without a disability (n = 880) recruited through household quota sampling. In addition, comparisons were drawn with equivalent data derived from a contemporaneous national census. Although many of the differences were statistically significant, the effect sizes were mostly medium to low. Moreover, when the inter-relationships among the various indicators was taken into account using Discriminant Analysis, persons with disabilities were less likely to be employed; they reported lower levels of social engagement and had poorer emotional wellbeing. They were also older, more likely to be single and have no children. The study illustrates the potential of using comparative data to monitor the impact of national actions taken to reduce the inequalities experienced by persons with disability as well as highlighting the arenas into which professional supports need to be focused.

scholarly journals Junior doctors rate online simulation as ‘good enough’ but not as good as face to face sessions

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S5-S5
Author(s):  
Josh Bachra ◽  
Anna Ludvigsen ◽  
Kehinde Junaid
Keyword(s):  
Junior Doctors ◽  
Face To Face ◽  
Virtual Group ◽  
Qualitative Feedback ◽  
East Midlands ◽  
The Face ◽  
Course Length ◽  
Online Format ◽  
Strongly Agree ◽  
Simulation Centre

AimsTo compare the feasibility and acceptability of delivering a simulation-based learning (SBL) programme for Junior Doctors virtually versus face to face.MethodThe Nottinghamshire Healthcare Simulation Centre has been delivering a SBL programme for Foundation Year 2 doctors on behalf of Health Education East Midlands for the past three years. Since face to face teaching was not possible during the COVID-19 pandemic the programme was delivered online using the same content and format as for prior cohorts. Feedback questionnaires from 128 face to face participants (F2F) and 133 virtual participants (V) were compared.ResultThere was a decrease in Likert scale ratings across all domains in the virtual group. This was most apparent when examining the ‘strongly agreed’ responses: the venue/remote format was suitable for the session 34% decrease, the course length was appropriate 24% decrease, the pace of the course was appropriate 20% decrease, the simulation was helpful and relevant 15% decrease, the content of the course was organised and easy to follow 13% decrease, the learning objectives were met 10% decrease, the presenters were engaging 6% decrease, the trainers were well prepared 3% decrease. The virtual group included responses in the ‘strongly disagree’ and ‘disagree’ categories relating to the virtual format, length and pace, which did not occur in any domain for the F2F group.Combining the ‘strongly agree’ and ‘agree’ statements also showed a decrease in satisfaction with 72.5% of responses falling into this category for the V group and 88.3% for the F2F group. Fewer participants in the V group would recommend the course to a colleague (98% V vs 99% F2F).ConclusionProviding the SBL programme using an online format was feasible while also being acceptable to most participants. However, participants did not rate this experience as highly as face to face teaching. The largest decreases in satisfaction were in areas related to the virtual format. An interesting finding is that participants rated the pace and length of the online course as less agreeable, despite the content and scheduling being the same as for the face to face group.Based on these findings face to face teaching should resume when practicable. In the meantime, the virtual delivery may be improved if the course length was reduced. Analysis of qualitative feedback may provide insights into why participants did not rate the virtual simulation as highly as the face to face equivalent.

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