scholarly journals Teaching During Covid: The Effectiveness of the HyFlex Classroom in a 300 Level Statistics Class

2021 ◽  
Vol 9 (3) ◽  
pp. 23
Author(s):  
PJ Verrecchia ◽  
Mary J. McGlinchey
Keyword(s):  
Face To Face ◽  
Level Statistics ◽  
The Face ◽  
One Year ◽  
Quiz Score ◽  
Traditional Class ◽  
Better Than

This study compares a 300 level statistics class taught using a HyFlex classroom to the same class taught one year earlier in the traditional, face to face method. While one quiz score was better for the face to face class, the HyFlex class did better than the traditional class on one quiz and final the examination. Every other point of comparison showed no difference between the classes.

scholarly journals The Effectiveness of the Flipped Classroom in a 300 Level Terrorism Class

2021 ◽  
Vol 9 (7) ◽  
pp. 12
Author(s):  
PJ Verrecchia
Keyword(s):  
Flipped Classroom ◽  
Student Evaluations ◽  
Final Examination ◽  
Face To Face ◽  
Examination Score ◽  
The Face ◽  
One Year ◽  
Traditional Class ◽  
Better Than

This study compares a 300 level terrorism class taught using a flipped classroom to the same class taught one year earlier in the traditional, face to face method. While one examination score was better for the face to face class, the flipped class did better than the traditional class on the final examination. Every other point of comparison showed no difference between the classes, except for the end of semester student evaluations, which were significantly higher for the face to face class than the flipped classroom.

The effectiveness of telepsychiatry measured using the Health of the Nation Outcome Scale and the Mental Health Inventory

2003 ◽  
Vol 9 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Craig Kennedy ◽  
Peter Yellowlees
Keyword(s):  
Mental Health ◽  
Health Outcome ◽  
General Practice ◽  
Initial Assessment ◽  
Face To Face ◽  
Significant Difference ◽  
Outcome Scores ◽  
The Face ◽  
One Year

In a telepsychiatry project in rural Queensland, data were collected from 124 patients attending hospital and general practice facilities for mental health-care and then again at follow-up one year later. Thirty-two of the patients were dealt with using telepsychiatry. Two health status scales were used to measure effectiveness: the Health of the Nation Outcome Scale (HoNOS), administered by the practitioners; and the Mental Health Inventory (MHI), which was self-administered by the patients. There was a significant difference between the initial assessment and follow-up groups on most subscales of the HoNOS, but no significant difference between the face-to-face and telepsychiatry groups. Similarly, the MHI results showed a significant difference on all subscales between the initial assessment and follow-up groups, but no significant difference between the face-to-face and telepsychiatry groups. Individuals who used and did not use telepsychiatry all had improved health outcome scores on the HoNOS and MHI during the study period. Telepsychiatry was as effective as face-to-face care.

scholarly journals One-Year Remission Rate of Chronic Headache Comparing Video and Face-to-Face Consultations by Neurologist: Randomized Controlled Trial (Preprint)

2021 ◽  
Author(s):  
Svein Ivar Bekkelund ◽  
Kai Ivar Müller
Keyword(s):  
General Practice ◽  
Patient Satisfaction ◽  
Chronic Headache ◽  
Remission Rate ◽  
Face To Face ◽  
The Face ◽  
Video Group ◽  
One Year ◽  
Headache Patients

BACKGROUND Chronic headache causing severe headache-related disability for those affected by the disease is under- or misdiagnosed in many cases and therefore requires easy access to a specialist for optimal health care management. OBJECTIVE The goal of the research is to determine whether video consultations are noninferior to face-to-face consultations in treating chronic headache patients referred to a specialist in Northern Norway. METHODS Patients included in the study were recruited from general practice referrals to a specialist at a neurological department in Northern Norway (Tromsø) and diagnosed according to the International Headache Society classification system. In a randomized controlled design, the 1-year remission rate of chronic headache (change from ≥15 to &lt;15 headache days per month during the last 3 months), patient satisfaction with a specialist consultation, and need for follow-up consultations by general practitioners were compared between groups consulted by video and face-to-face in a post hoc analysis. Data were collected by interview (baseline) and questionnaire (follow-up). RESULTS From a baseline cohort of 402 headache patients consecutively referred from general practice to a specialist over 2.5 years, 58.0% (233/402) were classified as chronic headache and included in this study. Response rates were 71.7% (86/120) in the video group and 67.3% (76/113) in the face-to-face group. One-year remission from chronic headache was achieved in 43.0% (37/86) in the video group and 39.5% (30/76) in the face-to-face group (<i>P</i>=.38). Patient satisfaction with consultations were 86.5% (32/37; video) and 93.3% (28/30; face-to-face; <i>P</i>=.25). A total of 30% (11/37) in the video group and 53% (16/30) in the face-to-face group consulted general practitioners during the follow-up period (<i>P</i>=.03), and median number of consultations was 1 (IQR 0-13) and 1.5 (IQR 0-15), respectively (<i>P</i>=.19). CONCLUSIONS One-year remission rate from chronic headache was about 40% regardless of consultation form. Likewise, patient satisfaction with consultation and need for follow-up visits in general practice post consultation was similar. Treating chronic headache patients by using video consultations is not inferior to face-to-face consultations and may be used in clinical neurological practice. CLINICALTRIAL ClinicalTrials.gov NCT02270177; https://clinicaltrials.gov/ct2/show/NCT02270177

scholarly journals E-learning and Blended Learning in Orthodontic Education

2017 ◽  
Vol 7 ◽  
pp. 188-198 ◽  
Author(s):  
Avinash Kumar
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Future Research ◽  
Learning Program ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Manual Skills ◽  
Face To Face Learning ◽  
Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

Comparing Collaborative Writing Activity in EFL Classroom: Face-to-Face Collaborative Writing versus Online Collaborative Writing Using Google Docs

2021 ◽  
Vol 7 (4) ◽  
pp. 204-215
Author(s):  
Jitlada Moonma
Keyword(s):  
Collaborative Writing ◽  
Structured Interview ◽  
Google Docs ◽  
Face To Face ◽  
Online Mode ◽  
English Major ◽  
The Face ◽  
Second Year ◽  
Writing Exercises ◽  
Better Than

Collaborative writing is acknowledged as one of the most beneficial writing exercises for improving writing skills. This study aimed to look at the errors of online collaborative writing using Google Docs and face-to-face collaborative writing, as well as to find out how satisfied students were with both modes. Purposive sampling was used to pick 32 Thai second-year English major students (19 females, 13 males) from Writing II. A record form of the error kinds derived from Norrish (1983) a questionnaire, and a semi-structured interview were used as instruments. Frequency and percentage were the statistics used. The data revealed that 346 errors were discovered in online mode, while 389 errors were discovered in face-to-face mode, which was at a higher level. The most common types in the online mode were sentence fragments, while the most common kinds in the face-to-face mode were determiners. Grammars were presented to students in both modes, followed by lexis and mechanics. Furthermore, the findings indicated that the students reported being highly satisfied with online mode using Google Docs (X ̅ = 3.50), followed by face-to-face setting (X ̅ = 3.45). Students also had an overall positive feedback on Google Docs and found it useful in terms of writing anywhere and anytime. Based on the results of this study, students in online co-produced texts better than in face-to-face mode. Time independence and features of Google Docs might be the crucial factors which facilitated the students’ writing in online mode.

scholarly journals Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Meng-Jung Tsai ◽  
Jyh-Chong Liang ◽  
Huei-Tse Hou ◽  
Chin-Chung Tsai
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Online Discussion ◽  
Asynchronous Discussion ◽  
Male Students ◽  
Asynchronous Learning ◽  
Four Dimensions ◽  
Face To Face ◽  
The Face ◽  
Better Than

<p>This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehension, interaction, elaboration and anxiety. The results show that no gender difference was found within the face-to-face context; however, within the online asynchronous context, the females perceived themselves better than did the males regarding their elaboration strategies. Although both genders experienced less anxiety in asynchronous discussion, the males perceived themselves as having better strategies in face-to-face discussion than in asynchronous discussion and the females perceived themselves as having about the same level of sophistication in both contexts. This study provides an in-depth observation of how both genders adapt themselves to different discussion contexts. We conclude that female students adapted themselves, as strategic learners, better than the males in asynchronous learning situations in which the male students were not as active as they were in traditional face-to-face discussion contexts.</p>

scholarly journals Is an Instructional Video Better than a Face-to-face Demo to Teach T-budding in an Intro Plant Propagation Course?

2004 ◽  
Vol 14 (4) ◽  
pp. 619-621
Author(s):  
Nadilia Gómez
Keyword(s):  
Conceptual Knowledge ◽  
Instructional Video ◽  
Face To Face ◽  
The Face ◽  
Root Stock ◽  
Large Enrollment ◽  
Level Of Difficulty ◽  
Specific Sequences ◽  
Attention To Detail ◽  
Better Than

Teaching grafting techniques like T-budding is challenging because learners must pay close attention to detail, observing closeups of plant structures and following specific sequences, and such attention to detail is difficult to achieve in large enrollment classes. The objective of this study was to compare the effectiveness of an instructional video vs. traditional face-to-face demonstrations to teach T-budding. A 10-minute instructional video demonstrating the steps necessary for T-budding was developed in 2001. For three consecutive years (2001, 2002, and 2003) the two methods were compared by having students see a video or receive a face-to-face demonstration, asking them to graft three buds to a root-stock and then complete a survey. Ninety students were taught T-budding with the aid of the video, and 80 students received traditional, face-to-face demos. In the survey, students were asked to evaluate the clarity of the T-budding instructions, rate the amount of help they needed from the instructor, assess the level of difficulty of T-budding, and answer two questions that tested their conceptual knowledge of T-budding. There was no difference between the two groups in the amount of time it took for students to complete the assignment and in terms of the perceived level of difficulty of the assignment. Students reported that the clarity of the face-to-face demonstrations was better than that of the video presentation, but students who saw the video obtained higher scores in the quiz than those who received a face-to-face demonstration.

scholarly journals One-Year Remission Rate of Chronic Headache Comparing Video and Face-to-Face Consultations by Neurologist: Randomized Controlled Trial

10.2196/30151 ◽  
2021 ◽  
Vol 23 (12) ◽  
pp. e30151
Author(s):  
Svein Ivar Bekkelund ◽  
Kai Ivar Müller
Keyword(s):  
General Practice ◽  
Patient Satisfaction ◽  
Chronic Headache ◽  
Remission Rate ◽  
Face To Face ◽  
The Face ◽  
Video Group ◽  
One Year ◽  
Headache Patients

Background Chronic headache causing severe headache-related disability for those affected by the disease is under- or misdiagnosed in many cases and therefore requires easy access to a specialist for optimal health care management. Objective The goal of the research is to determine whether video consultations are noninferior to face-to-face consultations in treating chronic headache patients referred to a specialist in Northern Norway. Methods Patients included in the study were recruited from general practice referrals to a specialist at a neurological department in Northern Norway (Tromsø) and diagnosed according to the International Headache Society classification system. In a randomized controlled design, the 1-year remission rate of chronic headache (change from ≥15 to <15 headache days per month during the last 3 months), patient satisfaction with a specialist consultation, and need for follow-up consultations by general practitioners were compared between groups consulted by video and face-to-face in a post hoc analysis. Data were collected by interview (baseline) and questionnaire (follow-up). Results From a baseline cohort of 402 headache patients consecutively referred from general practice to a specialist over 2.5 years, 58.0% (233/402) were classified as chronic headache and included in this study. Response rates were 71.7% (86/120) in the video group and 67.3% (76/113) in the face-to-face group. One-year remission from chronic headache was achieved in 43.0% (37/86) in the video group and 39.5% (30/76) in the face-to-face group (P=.38). Patient satisfaction with consultations were 86.5% (32/37; video) and 93.3% (28/30; face-to-face; P=.25). A total of 30% (11/37) in the video group and 53% (16/30) in the face-to-face group consulted general practitioners during the follow-up period (P=.03), and median number of consultations was 1 (IQR 0-13) and 1.5 (IQR 0-15), respectively (P=.19). Conclusions One-year remission rate from chronic headache was about 40% regardless of consultation form. Likewise, patient satisfaction with consultation and need for follow-up visits in general practice post consultation was similar. Treating chronic headache patients by using video consultations is not inferior to face-to-face consultations and may be used in clinical neurological practice. Trial Registration ClinicalTrials.gov NCT02270177; https://clinicaltrials.gov/ct2/show/NCT02270177

A Phenomenological Analysis of Experiences and Practices of Nurses Providing Palliative and End of Life Care

2021 ◽  
pp. 003022282110375
Author(s):  
Derya Uzelli Yilmaz ◽  
Dilek Yilmaz ◽  
Gonul Duzgun ◽  
Esra Akin
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Nursing Care ◽  
End Of Life Care ◽  
Ethical Issues ◽  
Life Care ◽  
Face To Face ◽  
The Face ◽  
One Year ◽  
Ethics Counselling

The aim of this study was to describe the experiences and practices of nurses providing palliative and end of life care. The study was conducted in the palliative care unit of a territory hospital in Turkey. The sample consisted of 11 nurses who had been working as palliative care nurses for at least one year. The face to face interview method was used to collect data, with a semi-structured in-depth individual interview. 5 main themes and 24 sub-themes were emerged in relation to the experiences and practices of the nurses. The majority of participant nurses pointed that inadequacy in the number of nurses, secondary nursing care activities, refusal of treatment, cultural and ethical problems were barriers in the provision of nursing care. They frequently experienced ethical issues when caring for end of life patients, and for this reason they felt the need for ethics counselling which they could consult.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

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