USING WEB-BASED MUSIC COMPOSITION APPLICATIONS TO ENHANCE NON-SPECIALIST PRIMARY TEACHERS’ SELF-EFFICACY IN MAKING AND TEACHING MUSIC

2020 ◽  
Author(s):  
Joanne Harris ◽  
Christine Carroll
Keyword(s):  
Self Efficacy ◽  
Music Composition ◽  
Primary Teachers ◽  
Web Based ◽  
Teaching Music

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

Annotating Distributed Scores for Mutual Engagement in Daisyphone and Beyond

2011 ◽  
Vol 21 ◽  
pp. 51-55 ◽  
Author(s):  
Nick Bryan-Kinns
Keyword(s):  
Music Composition ◽  
Web Based ◽  
Mutual Engagement ◽  
Music Making ◽  
Musical Scores ◽  
Composition Process ◽  
Core Part ◽  
The Web ◽  
Made In

Written and drawn annotations of musical scores form a core part of the music composition process for both individuals and groups. This article reflects on the annotations made in new forms of distributed music-making wherein the score and its annotations are shared across the web. Four kinds of annotation are identified from 8 years of studies of mutual engagement through distributed music-making systems. It is suggested that new forms of web-based music-making might benefit from shared and persistent graphical annotation mechanisms.

scholarly journals Effectiveness of a Peer-Led Web-Based Intervention to Improve General Self-Efficacy in Using Dating Apps Among Young Adults: Randomized Clustered Trial (Preprint)

2019 ◽  
Author(s):  
William CW Wong ◽  
Wai Han Sun ◽  
Shu Ming Cheryl Chia ◽  
Joseph D Tucker ◽  
William PH Mak ◽  
...  
Keyword(s):  
Young Adults ◽  
Hong Kong ◽  
Self Efficacy ◽  
Online Dating ◽  
Intervention Group ◽  
Control Group ◽  
Web Based ◽  
Dating Apps ◽  
Hong Kong Students ◽  
General Self Efficacy

BACKGROUND Online dating apps are popular platforms for seeking romance and sexual relationships among young adults. As mobile apps can easily gain access to a pool of strangers (“new friends”) at any time and place, it leads to heightened sexual health risks and privacy concerns. OBJECTIVE This study aimed to evaluate the effectiveness of a peer-led web-based intervention for online dating apps to prepare Chinese college students so that they have better self-efficacy when using dating apps. METHODS An open clustered randomized controlled trial was conducted among students from three colleges (The University of Hong Kong, Hang Seng University of Hong Kong, and Yijin Programme of Vocational Training College) in Hong Kong. Students aged 17 to 27 years who attended common core curriculum or general education were randomized into intervention and control groups. The intervention material, developed with high peer engagement, included four short videos, an interactive scenario game, and a risk assessment tool. An existing website promoting physical activities and healthy living was used as a control. Using the information, motivation, and behavioral skills (IMB) approach to design the evaluation, questionnaires covering participants’ sociodemographics and dating app characteristics, as well as the general self-efficacy scale (GSE) as the primary outcome and the risk propensity scale (RPS) as the secondary outcome were administered before, immediately after, and at 1 month after the intervention. Intention-to-treat analysis was adopted, and between-group differences were assessed using the Mann-Whitney <i>U</i> test. A post-hoc multiple linear regression model was used to examine the correlates of the GSE and RPS. RESULTS A total of 578 eligible participants (290 in the intervention group and 288 in the control group) participated in the study with 36 lost to follow-up. There were more female participants (318/542, 58.7%) than male participants in the sample, reflecting the distribution of college students. Over half of the participants (286/542, 52.8%) reported the following reasons for using dating apps: being curious (170/498, 34.1%), trying to make new friends (158/498, 31.7%), and finding friends with similar interests (121/498, 24.3%). Overall, the participants in the intervention group reported favorable experiences when compared with the finding in the control group. There was significant improvement in the GSE score and reduction in the RPS score (<i>P</i>&lt;.001) in the intervention group. University of Hong Kong students were more susceptible to risk reduction after the intervention when compared with students from the other two institutions. CONCLUSIONS The online intervention was effective in improving general self-efficacy and reducing risk tendency among young students. Future work is needed to determine if this approach is cost-effective and such behavioral change is sustainable. CLINICALTRIAL ClinicalTrials.gov NCT03685643; https://clinicaltrials.gov/ct2/show/NCT03685643. INTERNATIONAL REGISTERED REPORT RR2-10.1186/s13063-018-3167-5

scholarly journals Development of a Web-Based Supportive Care Program for Patients With Head and Neck Cancer

2020 ◽  
Vol 10 ◽  
Author(s):  
Carolyn Y. Fang ◽  
Thomas J. Galloway ◽  
Brian L. Egleston ◽  
Jessica R. Bauman ◽  
Barbara Ebersole ◽  
...  
Keyword(s):  
Head And Neck Cancer ◽  
Supportive Care ◽  
Head And Neck ◽  
Neck Cancer ◽  
Self Efficacy ◽  
Radiation Treatment ◽  
Web Based ◽  
Coping With Cancer ◽  
Wide Range ◽  
The Web

Patients undergoing radiation treatment for head and neck cancer experience significant side-effects that can impact a wide range of daily activities. Patients often report receiving insufficient information during and after treatment, which could impede rehabilitation efforts; they may also encounter practical and logistical barriers to receipt of supportive care. Thus, we developed a web-based program, My Journey Ahead, to provide information and strategies for managing symptom-focused concerns, which may be easily accessed from the patient’s home. The purpose of this study was to evaluate patient acceptability and satisfaction with the My Journey Ahead program. In Phase 1, five patients with head and neck squamous cell carcinoma (HNSCC) reviewed the web-based program and provided initial feedback, which informed program modifications. In Phase 2, 55 patients were recruited to evaluate the program. Patient assessments were obtained prior to and after use of the web-based program, and included measures of psychological distress, self-efficacy in coping with cancer-related issues, and satisfaction with the website. Among the 55 patients enrolled, 44 logged in and viewed the web-based program. Participants reported high levels of satisfaction with the information received, and indicated that the website was interesting and easy to use. Older age and higher levels of self-efficacy in coping were each associated with higher levels of satisfaction with the website. In summary, the web-based program was well-received by patients, the majority of whom found it to be informative and useful. An easy-to-use web-based program, particularly for older patients who may have difficulty locating reliable evidence-based information on the internet, may be helpful in addressing survivors’ needs in symptom management and coping with cancer.Clinical Trial Registrationhttps://clinicaltrials.gov/, NCT02442336

scholarly journals Caregiver-Focused, Web-Based Interventions: Systematic Review and Meta-Analysis (Part 2) (Preprint)

2018 ◽  
Author(s):  
Jenny Ploeg ◽  
Muhammad Usman Ali ◽  
Maureen Markle-Reid ◽  
Ruta Valaitis ◽  
Amy Bartholomew ◽  
...  
Keyword(s):  
Systematic Review ◽  
Self Efficacy ◽  
Chronic Condition ◽  
Electronic Monitoring ◽  
Psychosocial Support ◽  
Meta Analysis ◽  
Self Esteem ◽  
Intervention Programs ◽  
Care Recipient ◽  
Web Based

BACKGROUND Approaches to support the health and well-being of family caregivers of adults with chronic conditions are increasingly important given the key roles caregivers play in helping family members to live in the community. Web-based interventions to support caregivers have the potential to lessen the negative health impacts associated with caregiving and result in improved health outcomes. OBJECTIVE The primary objective of this systematic review and meta-analysis was to examine the effect of caregiver-focused, Web-based interventions, compared with no or minimal Web-based interventions, on caregiver outcomes. The secondary objective was to assess the effect of different types of Web-based interventions (eg, education, peer and professional psychosocial support, and electronic monitoring of the care recipient), compared with no or minimal Web-based interventions, on caregiver outcomes. METHODS MEDLINE, EMBASE, CIHAHL, PsychInfo, Cochrane, and AgeLine were searched from January 1995 to April 2017 for relevant randomized controlled trials (RCTs) or controlled clinical trials (CCTs) that compared caregiver-focused, Web-based intervention programs with no or minimal Web-based interventions for caregivers of adults with at least one chronic condition. Studies were included if they involved: adult family or friend caregivers (aged ≥18 years) of adults living in the community with a chronic condition; a caregiver-focused, Web-based intervention of education or psychosocial support or electronic monitoring of the care recipient; and general caregiver outcomes (ie, burden, life satisfaction, self-efficacy or mastery, reaction to problem behavior, self-esteem, strain, and social support). Title and abstract as well as full-text screening were completed in duplicate. Data were extracted by a single reviewer and verified by a second reviewer, and risk of bias assessments were completed accordingly. Where possible, data for these caregiver outcomes were meta-analyzed. RESULTS The search yielded 7927 unique citations, of which 294 studies were screened at full text. Of those, 14 studies met the inclusion criteria; 12 were RCTs and 1 study was a CCT. One study used an RCT design in 1 country and a CCT design in 2 other countries. The beneficial effects of any Web-based intervention program, compared with no or minimal Web-based intervention, resulted in a mean increase of 0.85 points (95% CI 0.12 to 1.57) for caregiver self-esteem, a mean increase of 0.36 points (95% CI 0.11 to 0.62) for caregiver self-efficacy or mastery, and a mean decrease of 0.32 points (95% CI −0.54 to −0.09) for caregiver strain. However, the results are based on poor-quality studies. CONCLUSIONS The review found evidence for the positive effects of Web-based intervention programs on self-efficacy, self-esteem, and strain of caregivers of adults living with a chronic condition. Further high-quality research is needed to inform the effectiveness of specific types of Web-based interventions on caregiver outcomes. CLINICALTRIAL PROSPERO CRD42018091715; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=91715 (Archived by WebCite at http://www.webcitation.org/738zAa5F5)

scholarly journals Feasibility, Acceptability, and Impact of a Web-Based Structured Education Program for Type 2 Diabetes: Real-World Study

JMIR Diabetes ◽  
10.2196/15744 ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. e15744 ◽  
Author(s):  
Shoba Poduval ◽  
Louise Marston ◽  
Fiona Hamilton ◽  
Fiona Stevenson ◽  
Elizabeth Murray
Keyword(s):  
Type 2 Diabetes ◽  
Health Care ◽  
Education Program ◽  
Self Efficacy ◽  
Completion Rates ◽  
Web Based ◽  
Structured Education ◽  
Face To Face ◽  
The United Kingdom

Background Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the United Kingdom in 2016, only 8.3% of people who were referred to education programs attended the program. We have developed a Web-based structured education program named Healthy Living for People with type 2 Diabetes (HeLP-Diabetes): Starting Out (HDSO), as an alternative to face-to-face courses. A Web-based program gives people more options for accessing structured education and may help improve overall uptake. Objective The aim was to explore the feasibility and acceptability of delivering a Web-based structured education program (named HeLP-Diabetes: Starting Out) in routine primary health care and its potential impact on self-efficacy and diabetes-related distress. Methods HDSO was delivered as part of routine diabetes services in primary health care in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the program, demographic characteristics, self-reported self-efficacy, and diabetes-related distress. A subsample of people with type 2 diabetes and health care professionals were interviewed about acceptability of the program. Results It was feasible to deliver the program, but completion rates were low: of 791 people with type 2 diabetes registered, only 74 (9.0%) completed it. Completers improved their self-efficacy (change in median score 2.5, P=.001) and diabetes-related distress (change in median score 6.0, P=.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to nonprioritization of structured education. Conclusions The study provides evidence of the feasibility and acceptability of a Web-based structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of Web-based versus face-to-face education.

scholarly journals Development of the Web Users Self-Efficacy Scale (WUSE)

10.28945/3027 ◽  
2006 ◽  
Author(s):  
Peter Eachus ◽  
Simon Cassidy
Keyword(s):  
Self Efficacy ◽  
Reliability And Validity ◽  
Iterative Approach ◽  
Student Body ◽  
Web Based ◽  
North West ◽  
The North ◽  
The United Kingdom ◽  
Set Up ◽  
The Web

The aim of this research was to develop a scale that could evaluate an individuals confidence in using the Internet. Web-based resources are becoming increasingly important within higher education and it is therefore vital that students and staff feel confident and competent in the access, provision, and utilisation of these resources. The scale developed here represents an extension of previous research (Cassidy & Eachus, 2002) that developed a measure of self-efficacy in the context of computer use. An iterative approach was used in the development of the Web User SelfEfficacy scale (WUSE) and the participants were recruited from the student body of a large University in the North West of the United Kingdom, and globally via a web site set up for this purpose. Initial findings suggest that the scale has acceptable standards of reliability and validity though work is continuing to refine the scale and improve the psychometric properties of the tool.

scholarly journals Acceptability of a Brief Web-Based Theory-Based Intervention to Prevent and Reduce Self-harm: Mixed Methods Evaluation (Preprint)

2021 ◽  
Author(s):  
Chris Keyworth ◽  
Rory O'Connor ◽  
Leah Quinlivan ◽  
Christopher J Armitage
Keyword(s):  
Self Efficacy ◽  
Health Conditions ◽  
Opportunity Costs ◽  
Perceived Effectiveness ◽  
Younger Adults ◽  
Web Based ◽  
Affective Attitude ◽  
Self Harm ◽  
White Ethnic

BACKGROUND The volitional help sheet (VHS) for self-harm equips people with a means of responding automatically to triggers for self-harm with coping strategies. Although there is some evidence of its efficacy, improving acceptability and making the intervention available in a web-based format may be crucial to increasing effectiveness and reach. OBJECTIVE This study aims to use the Theoretical Framework of Acceptability (TFA) to explore the acceptability of the VHS, examine for whom and under what circumstances this intervention is more or less acceptable, and develop a series of recommendations for how the VHS can be used to support people in reducing repeat self-harm. METHODS We explored acceptability in two phases. First, our patient and public involvement partners evaluated the original VHS from a lived experience perspective, which was subsequently translated into a web-based format. Second, a representative sample of adults in the United Kingdom who had previously self-harmed were recruited via a YouGov survey (N=514) and were asked to rate the acceptability of the VHS based on the seven constructs of the TFA, namely, <i>affective attitude, burden, perceived effectiveness, ethicality, intervention coherence, opportunity costs,</i> and <i>self-efficacy</i>. Data were analyzed using descriptive statistics, one-tailed <i>t</i> tests, and binary logistic regression. A directed content analysis approach was used to analyze qualitative data. RESULTS Participants in the web-based survey rated the VHS as positive (<i>affective attitude</i>; <i>t</i><sub>457</sub>=4.72; <i>P</i>&lt;.001); were confident using it (self-efficacy; <i>t</i><sub>457</sub>=9.54; <i>P</i>&lt;.001); felt they did not have to give up any benefits, profits, or values when using it (<i>opportunity costs</i>; <i>t</i><sub>439</sub>=−15.51; <i>P</i>&lt;.001); understood it and how it worked (<i>intervention coherence</i>; <i>t</i><sub>464</sub>=11.90; <i>P</i>&lt;.001); and were confident that it would achieve its purpose (<i>perceived effectiveness</i>; <i>t</i><sub>466</sub>=2.04; <i>P</i>=.04). The TFA domain <i>burden</i> appeared to be an important indicator of acceptability. Lower levels of perceived burden when using the VHS tool were more prevalent among younger adults aged 18-24 years (OR 3.63, 95% CI 1.50-8.78), people of White ethnic background (OR 3.02, 95% CI 1.06-8.613), and people without a long-term health condition (OR 1.53, 95% CI 1.01-2.30). Perceived modifications to further improve acceptability included improved formatting (<i>burden</i>), the feature to add new situations and responses or amend existing ones (<i>ethicality</i>), and clearer instructions and further detail about the purpose of the VHS (<i>intervention coherence</i>). CONCLUSIONS Our findings show high levels of acceptability among some people who have previously self-harmed, particularly among younger adults, people of White ethnic backgrounds, and people without long-term health conditions. Future research should aim to improve acceptability among older adults, people from minority ethnic groups, and people with long-term health conditions.

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