scholarly journals Computer-aided self-help for phobia/panic via internet at home: A pilot study

2004 ◽  
Vol 184 (5) ◽  
pp. 448-449 ◽  
Author(s):  
Mark Kenwright ◽  
Isaac M. Marks ◽  
Lina Gega ◽  
David Mataix-Cols
Keyword(s):  
Pilot Study ◽  
Panic Disorder ◽  
Open Study ◽  
The Internet ◽  
Face To Face ◽  
Self Help ◽  
Computer Aided ◽  
Therapist Support ◽  
At Home ◽  
Help System

SummaryIn an open study, ten people with phobia or panic disorder who could not travel repeatedly to a therapist accessed a computer-aided exposure self-help system (Fear Fighter) at home on the internet with brief therapist support by telephone. They improved significantly, and their outcome and satisfaction resembled those in patients with similar disorders who used Fear Fighter in clinics with brief face-to-face therapist support.

scholarly journals Online Learning And Its Challenges For Parents

2020 ◽  
Author(s):  
Ester Lina Situmorang
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Learning Activities ◽  
The Internet ◽  
Public Places ◽  
Face To Face ◽  
At Home

Technology has significantly brought changes in all aspects of human life, thechanges that occur require everyone to change from old habits to new habits thatare not used to be done. Changes in general in face-to-face classes began to shift tovirtual classes. Even the elements of education have undergone many changes bothparents, students and teachers. They experience new teaching patterns and ways ofteaching. Learning places are transformed and can be done at home, public places,and so on. Time and place are no longer a barrier to teaching and learning activitiesbecause they can be done online. Online learning is carried out by utilizing existingtechnology through media that uses the internet to carry out teaching and learningprocesses such as cellphones and laptops. This media will support the teaching andlearning process through available applications such as whatsApp, googleclassroom and so on. Learning brings many challenges and obstacles faced byparents in particular. Of course this is a challenge in itself for parents in monitoringchildren's learning activities, especially in the application of technology as alearning medium for children.

A Pilot Study of Instructor Factors and Student Preferences

2009 ◽  
Vol 38 (1) ◽  
pp. 51-62
Author(s):  
Corey H. Brouse ◽  
Kelly R. McKnight ◽  
Charles E. Basch ◽  
Michael LeBlanc
Keyword(s):  
Health Promotion ◽  
Pilot Study ◽  
Learning Experience ◽  
The Internet ◽  
Student Preferences ◽  
Face To Face ◽  
Mixed Response ◽  
On Line ◽  
Almost All ◽  
On Line Learning

In order to gain a better understanding of the ways in which an instructor could enhance an on-line learning experience, we surveyed 96 students enrolled in on-line Health Promotion and Wellness courses. Almost all respondents felt that sending e-mailed reminders and posting announcements on the course was very important or important for enhancing the on-line learning experience. There was a mixed response in the ratings for how important it was for an on-line instructor to host on-line office hours and the weakest ratings were for rating importance of having asynchronous time with an on-line instructor. Not surprisingly, most students used the library for research purposes less often or as often for their on-line courses than for their face-to-face courses. However, the majority of students used the Internet for resources more often or as often. Interestingly, half of the respondents felt that they interacted more with classmates in their on-line course. The amount of time spent preparing assignments in a face-to-face versus an on-line course was split.

scholarly journals Online Learning And Its Challenges For Parents

2020 ◽  
Author(s):  
Ester Lina Situmorang
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Learning Activities ◽  
The Internet ◽  
Public Places ◽  
Face To Face ◽  
At Home

Technology has significantly brought changes in all aspects of human life, thechanges that occur require everyone to change from old habits to new habits thatare not used to be done. Changes in general in face-to-face classes began to shift tovirtual classes. Even the elements of education have undergone many changes bothparents, students and teachers. They experience new teaching patterns and ways ofteaching. Learning places are transformed and can be done at home, public places,and so on. Time and place are no longer a barrier to teaching and learning activitiesbecause they can be done online. Online learning is carried out by utilizing existingtechnology through media that uses the internet to carry out teaching and learningprocesses such as cellphones and laptops. This media will support the teaching andlearning process through available applications such as whatsApp, googleclassroom and so on. Learning brings many challenges and obstacles faced byparents in particular. Of course this is a challenge in itself for parents in monitoringchildren's learning activities, especially in the application of technology as alearning medium for children

Information needs of parents of infants diagnosed with cystic fibrosis: Results of a pilot study

2018 ◽  
Vol 22 (3) ◽  
pp. 382-392 ◽  
Author(s):  
Danielle J Edwards ◽  
Kristin Wicking ◽  
Wendy Smyth ◽  
Linda Shields ◽  
Tonia Douglas
Keyword(s):  
Cystic Fibrosis ◽  
Pilot Study ◽  
Newborn Screening ◽  
Negative Feedback ◽  
Information Seeking ◽  
Information Needs ◽  
Response Rate ◽  
The Internet ◽  
Face To Face ◽  
Education Experience

This study investigated the information needs, priorities and information-seeking behaviours of parents of infants recently diagnosed with cystic fibrosis (CF) following newborn screening, by piloting the ‘Care of Cystic Fibrosis Families Survey’. The questionnaires were posted to eligible parents ( n = 66) attending CF clinics in hospitals in two Australian states; reply-paid envelopes were provided for return of the questionnaires. Twenty-six were returned (response rate 39.4%). The most common questions to which parents required answers during their initial education period related to what CF is, how it is treated and how to care for their child. Parents preferred face-to-face consultations to deliver information, and yet all reported using the Internet to search for more information at some point during the education period. Many parents provided negative feedback about being given their child’s CF diagnosis via telephone. The timing, content and method of information delivery can all affect the initial education experience. We can deliver education to better suit the information needs and priorities for education of parents of infants recently diagnosed with CF. The Care of Cystic Fibrosis Families Survey was successfully piloted and recommendations for amendments have been made for use in a larger study across Australia.

scholarly journals Automated Mobile Phone–Based Mental Health Resource for Homeless Youth: Pilot Study Assessing Feasibility and Acceptability

10.2196/15144 ◽  
2019 ◽  
Vol 6 (10) ◽  
pp. e15144 ◽  
Author(s):  
Angela C Glover ◽  
Stephen M Schueller ◽  
Dominika A Winiarski ◽  
Dale L Smith ◽  
Niranjan S Karnik ◽  
...  
Keyword(s):  
Mental Health ◽  
Pilot Study ◽  
Emotional Support ◽  
Homeless Youth ◽  
Health Resources ◽  
Support Tool ◽  
Time Points ◽  
Self Help ◽  
Telephone Hotline ◽  
Help System

Background Youth experiencing housing instability have higher rates of mental health problems than their housed peers. Few studies have evaluated technological resources for homeless youth to determine how to effectively engage and reach them. Objective The primary aims of this pilot study were to establish the feasibility (as measured by phone retention rates) and acceptability (ie, participant ratings of resources) of delivering automated mental health resources via smartphone technology. Methods Youth aged 16 to 25 years (N=100) were recruited through homeless shelter agencies in the Chicago metropolitan area. Eligible participants completed a baseline assessment and received a smartphone with a 3-month data plan. The phone was preloaded with several apps designed to promote mental health wellness and provide real-time resources. One app specifically designed for this study, Pocket Helper 2.0, sent participants daily surveys and tips via push notification. The tips focused on coping and motivation, and the surveys assessed mood. This app also included an automated self-help system with brief cognitive behavioral interventions (5-10 min) and access to several interactive mobile tools, including a crisis text line, a telephone hotline, a crowd-based emotional support tool, and an app providing up-to-date information on social service and mental health resources for homeless youth in Chicago. Participants completed assessments at 3 and 6 months. Results Some individuals (23%, 23/100) experienced problems with the phones (eg, theft, loss, and technological issues) throughout the study. Participant retention at the midpoint was moderate, with 48% (48/100) of youth responding to the 3-month surveys. At 6 months, only 19% (19/100) of the total sample responded to the end point survey. Overall, 63% (30/48) to 68% (13/19) of respondents at both time points reported benefiting from the intervention; however, participant usage and satisfaction varied with the different features. At both time points, participants reported receiving the most benefit from the daily tips and daily surveys. Daily tips that were most preferred by participants involved motivational tips related to overcoming struggles and making progress in life. Aside from the tips and surveys, the most used features were the app providing up-to-date resources and the automated self-help system. Interactive features, including the telephone hotline and crowd-based emotional support tool, were the least used features and were rated as the least beneficial. Conclusions Automated mental health interventions seem to be an acceptable way to engage homeless youth in mental health support. The participants preferred fully automated features and brief interventions over features requiring interaction with others or more engagement. Future research should explore ways to retain homeless youth in interventions and evaluate the clinical impact of automated technology-based interventions for improving mental health. Trial Registration ClinicalTrials.gov NCT03776422; https://clinicaltrials.gov/ct2/show/NCT03776422

scholarly journals Participation in Virtual Urology Conferences During the COVID-19 Pandemic: Cross-sectional Survey Study

10.2196/24369 ◽  
2021 ◽  
Vol 23 (4) ◽  
pp. e24369
Author(s):  
Menghua Wang ◽  
Banghua Liao ◽  
Zhongyu Jian ◽  
Xi Jin ◽  
Liyuan Xiang ◽  
...  
Keyword(s):  
Response Rate ◽  
Survey Study ◽  
The Internet ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Item Questionnaire ◽  
Video And Audio ◽  
Academic Conferences ◽  
At Home

Background Due to the influence of the COVID-19 pandemic, conventional face-to-face academic conferences have been restricted, and many of these conferences have moved onto the internet. Objective The aim of this study was to investigate the virtual conferences in the field of urology during the COVID-19 pandemic and provide suggestions for better organization of such conferences. Methods A cross-sectional survey was conducted from May 30 to June 15, 2020, in China. Our team designed a 23-item questionnaire to investigate the conferences attended by urologists during the COVID-19 pandemic. SPSS 22.0 (IBM Corporation) was applied to analyze the data collected. Results A total of 330 Chinese urologists participated in our survey, and the response rate was 89.7% (330/368). Among the participants, 40.9% (135/330) were associate chief physicians. The proportion of participants who took part in conventional face-to-face academic conferences decreased from 92.7% (306/330) before the COVID-19 pandemic to 22.1% (73/330) during the pandemic (P<.001). In contrast, the proportion of urologists who took part in virtual conferences increased from 69.4% (229/330) to 90% (297/330) (P<.001). Most urologists (70.7%, 210/297) chose to participate in the virtual conferences at home and thought that a meeting length of 1-2 hours was most appropriate. Among the urologists, 73.7% (219/297) reported that their participation in the virtual conferences went smoothly, while the remaining respondents reported that they had experienced lags in video and audio streaming during the virtual conferences. When comparing conventional face-to-face conferences with virtual conferences, 70.7% (210/297) of the respondents thought that both conference formats were acceptable, while 17.9% (53/297) preferred virtual conferences and 11.5% (34/297) preferred conventional face-to-face meetings. Conclusions Virtual conferences are increasing in popularity during the COVID-19 pandemic; however, many aspects of these conferences could be improved for better organization.

Treatment of panic disorder via the internet: A randomized trial of a self-help program

2001 ◽  
Vol 32 (4) ◽  
pp. 751-764 ◽  
Author(s):  
Per Carlbring ◽  
Bengt E. Westling ◽  
Peter Ljungstrand ◽  
Lisa Ekselius ◽  
Gerhard Andersson
Keyword(s):  
Panic Disorder ◽  
Randomized Trial ◽  
The Internet ◽  
Self Help

scholarly journals Automated Mobile Phone–Based Mental Health Resource for Homeless Youth: Pilot Study Assessing Feasibility and Acceptability (Preprint)

2019 ◽  
Author(s):  
Angela C Glover ◽  
Stephen M. Schueller ◽  
Dominika A Winiarski ◽  
Dale L Smith ◽  
Niranjan S Karnik ◽  
...  
Keyword(s):  
Mental Health ◽  
Pilot Study ◽  
Emotional Support ◽  
Homeless Youth ◽  
Health Resources ◽  
Support Tool ◽  
Time Points ◽  
Self Help ◽  
Telephone Hotline ◽  
Help System

BACKGROUND Youth experiencing housing instability have higher rates of mental health problems than their housed peers. Few studies have evaluated technological resources for homeless youth to determine how to effectively engage and reach them. OBJECTIVE The primary aims of this pilot study were to establish the feasibility (as measured by phone retention rates) and acceptability (ie, participant ratings of resources) of delivering automated mental health resources via smartphone technology. METHODS Youth aged 16 to 25 years (N=100) were recruited through homeless shelter agencies in the Chicago metropolitan area. Eligible participants completed a baseline assessment and received a smartphone with a 3-month data plan. The phone was preloaded with several apps designed to promote mental health wellness and provide real-time resources. One app specifically designed for this study, Pocket Helper 2.0, sent participants daily surveys and tips via push notification. The tips focused on coping and motivation, and the surveys assessed mood. This app also included an automated self-help system with brief cognitive behavioral interventions (5-10 min) and access to several interactive mobile tools, including a crisis text line, a telephone hotline, a crowd-based emotional support tool, and an app providing up-to-date information on social service and mental health resources for homeless youth in Chicago. Participants completed assessments at 3 and 6 months. RESULTS Some individuals (23%, 23/100) experienced problems with the phones (eg, theft, loss, and technological issues) throughout the study. Participant retention at the midpoint was moderate, with 48% (48/100) of youth responding to the 3-month surveys. At 6 months, only 19% (19/100) of the total sample responded to the end point survey. Overall, 63% (30/48) to 68% (13/19) of respondents at both time points reported benefiting from the intervention; however, participant usage and satisfaction varied with the different features. At both time points, participants reported receiving the most benefit from the daily tips and daily surveys. Daily tips that were most preferred by participants involved motivational tips related to overcoming struggles and making progress in life. Aside from the tips and surveys, the most used features were the app providing up-to-date resources and the automated self-help system. Interactive features, including the telephone hotline and crowd-based emotional support tool, were the least used features and were rated as the least beneficial. CONCLUSIONS Automated mental health interventions seem to be an acceptable way to engage homeless youth in mental health support. The participants preferred fully automated features and brief interventions over features requiring interaction with others or more engagement. Future research should explore ways to retain homeless youth in interventions and evaluate the clinical impact of automated technology-based interventions for improving mental health. CLINICALTRIAL ClinicalTrials.gov NCT03776422; https://clinicaltrials.gov/ct2/show/NCT03776422

scholarly journals Computer-Aided Language Learning (CALL) used in the example of Sakarya University

2021 ◽  
Vol 18 (4) ◽  
Author(s):  
Ulvican Yazar ◽  
Nail Abalı
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
High Technology ◽  
The Internet ◽  
Analysis Method ◽  
Web Based ◽  
Face To Face ◽  
Computer Aided ◽  
Face To Face Instruction

Considering the ubiquity of computers and the Internet in this ever changing technological era, it is definitely normal that they would affect the language learning process. As an institution, Sakarya University is supposed to keep pace with the technology in every field. Thereupon, CALL started being used at English Language Preparatory Class of Sakarya University. Computer-Aided Language Learning (CALL) is the fulfilment of software and web-based programs to ease the learning of English. CALL can be a good supplementary tool it cannot only be used like traditional face-to-face instruction. An increased use of computers and the advent of the Internet in every field of modern lifestyle   make computer-aided language learning irreplaceable in all aspects. Being new to those who were fond of the high technology and who were fed up with using books, CALL grabbed the students’ attention, which made the study easier. In the system, Computers were tools that students mainly utilized. Every student had a computer reserved for himself/herself. It was an amazing experience for those using books. In this study it is aimed to evaluate CALL implemented at English Language Preparatory Class of Sakarya University and assess the students’ performances. The data analysis method was used. The data were able to be managed and analyzed properly and effectively after the conclusions of the research. The success results of the Sakarya University preparatory class students were evaluated. The data utilized in the study are restricted to the period of three academic years. According to results CALL has been successfully applied in years when the software used was up-to-date. In line with the results, CALL is a useful tool that helps teachers to ease the language learning process.

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