A Meta-Analysis of the Effectiveness of Web-Based English Instruction on L2 Learning

In this meta-analysis study, a total of thirty-one studies related to strategy use of students in Taiwan in a web-based English context were identified, collected, and analysed. Three criteria for selecting the appropriate studies are (a) they must have applied web-based instruction; (b) they must be related to English learning; and (c) they had to provide one of the following data in order to calculate effect size (ES), including means and standard deviation (SD), F values, or t values. The characteristics were divided into three groups; that is, study characteristics, methodological characteristics, and design characteristics. The findings reveal that predicting, summarizing, self-questioning and clarifying; text annotation with pictures, and glossing were strategies with higher effect size (ES > 0.920). Findings from the meta-analysis in this study could provide a basis for designing and developing a strategy-oriented web-based instruction.

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Web-based Tools for Drug Repurposing: Successful Examples of Collaborative Research

Current Medicinal Chemistry ◽

10.2174/0929867327666200128111925 ◽

2020 ◽

Vol 28 (1) ◽

pp. 181-195

Author(s):

Quentin Vanhaelen

Keyword(s):

User Interfaces ◽

Collaborative Research ◽

Meta Analysis ◽

A Priori ◽

Drug Repurposing ◽

Data Access ◽

Estimation Methods ◽

Large Set ◽

Computational Tools ◽

Web Based

: Computational approaches have been proven to be complementary tools of interest in identifying potential candidates for drug repurposing. However, although the methods developed so far offer interesting opportunities and could contribute to solving issues faced by the pharmaceutical sector, they also come with their constraints. Indeed, specific challenges ranging from data access, standardization and integration to the implementation of reliable and coherent validation methods must be addressed to allow systematic use at a larger scale. In this mini-review, we cover computational tools recently developed for addressing some of these challenges. This includes specific databases providing accessibility to a large set of curated data with standardized annotations, web-based tools integrating flexible user interfaces to perform fast computational repurposing experiments and standardized datasets specifically annotated and balanced for validating new computational drug repurposing methods. Interestingly, these new databases combined with the increasing number of information about the outcomes of drug repurposing studies can be used to perform a meta-analysis to identify key properties associated with successful drug repurposing cases. This information could further be used to design estimation methods to compute a priori assessment of the repurposing possibilities.

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Web-based interventions aimed at improving the mental health effects of home caregivers for dementia: Meta-analysis (Preprint)

10.2196/preprints.13415 ◽

2019 ◽

Author(s):

Hui Feng ◽

Yinan Zhao ◽

Mingyue Hu ◽

Hengyu Hu ◽

Hui Li ◽

...

Keyword(s):

Mental Health ◽

Meta Analysis ◽

The Elderly ◽

Anxiety Symptoms ◽

Average Score ◽

Physical And Mental Health ◽

Web Based ◽

Negative Results ◽

Cochrane Database ◽

The Web

BACKGROUND Dementia is one of the major cause of disability and dependency among the elderly worldwide, and there are general psychological distresses among caregivers in dementia, such as depression and anxiety symptoms. The physical and mental health of the caregiver is a prerequisite and a promise to help the elderly stay alive and promote health. Web-based interventions can provide for a more convenient and efficient support and education, OBJECTIVE The purpose of this study was to examine the effect of internet-based interventions on mental health outcomes of family caregivers with dementia, and exploring which components of the web-based interventions play an important role.which are likely to reduce caregivers’ negative outcomes associated with care. METHODS A comprehensive literature search was conducted on PubMed, Embase, PsycINFO, Cochrane Database and CINAHL by using relevant terms such as web-based and caregiver as keywords, covering all studies published before June 2018. Two reviewers independently reviewed all published abstracts, according to the established inclusion and exclusion criteria ，we extracted the information about participants, interventions and results, respectively, and reviewed the quality of articles on the methods of randomized trials using the approach recommended by the Cochrane Handbook for systematic review for intervention. RESULTS A total of 815 caregivers participated in 6 articles, and 4 of the studies use depression as an outcome, according to the research after different interventions based on network after the intervention, depression scores average drop of 0.23 (95%CI -0.38 to -0.07, p<0.01), 2 studies show caregivers anxiety symptoms, the average score for anxiety dropped by 0.32 points (95% CI -0.50 to -0.14, p< 0.01), but in terms of coping, pain and stress, the web-based interventions have shown a poor effect. On the whole, the addition of professional psychological support on the basis of education can improve mental health of carers. CONCLUSIONS Internet-based interventions were generally effective in reducing anxiety and depression in dementia carers, although negative results were found in some studies. But in terms of burden and stress, further research is needed.

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INMEX—a web-based tool for integrative meta-analysis of expression data

Nucleic Acids Research ◽

10.1093/nar/gkt338 ◽

2013 ◽

Vol 41 (W1) ◽

pp. W63-W70 ◽

Cited By ~ 85

Author(s):

Jianguo Xia ◽

Christopher D. Fjell ◽

Matthew L. Mayer ◽

Olga M. Pena ◽

David S. Wishart ◽

...

Keyword(s):

Meta Analysis ◽

Expression Data ◽

Web Based

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Effectiveness of web-based feedback interventions for people with overweight and obesity: systematic review and network meta-analysis of randomized controlled trials

Journal of Eating Disorders ◽

10.1186/s40337-021-00432-6 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Carmen Varela ◽

Camila Oda-Montecinos ◽

Ana Andrés ◽

Carmina Saldaña

Keyword(s):

Systematic Review ◽

Confidence Interval ◽

Weight Control ◽

Meta Analysis ◽

Treatment Options ◽

Overweight And Obesity ◽

Mean Difference ◽

Effective Treatment Option ◽

Web Based ◽

Self Help

Abstract Background Web-based delivered interventions have become an innovative option to treat health problems, like obesity. The aim of this systematic review and network meta-analysis was to analyze the effectiveness of web-based behavioral treatments for adults with overweight and obesity. Web-based interventions and comparison interventions (traditional weight control programs) were classified according to the following feedback characteristics: frequency, personalization, and provider (human versus machine). Method From the initial 1789 studies, 15 were included in this review. A network meta-analysis was conducted to analyze the efficacy of web-based programs with traditional interventions, considering direct and indirect comparisons. The main outcome was the weight loss mean difference (kg) between baseline and post-treatment. Heterogeneity and consistency assumptions were validated to conduct the network meta-analysis. Results Network meta-analysis showed comparisons between different treatment options. The main results were that Intensive Contact Web-based programs were more effective than wait-list (Mean Difference − 1.86 kg; 95% Confidence Interval: − 3.61, − 0.12). Moreover, Intensive Contact Web-based programs were more effective than the other web-based options and self-help traditional interventions. However, the only significant comparison was Intensive Contact Web-based programs versus Guided Self-Help Web-based programs (Mean Difference − 4.31 kg; 95% Confidence Interval: − 5,22, − 3,41). Intensive Contact Web-based programs were the most effective treatment option according the obtained results, achieving the first place in the ranking provided by the network meta-analysis with 98.5% of probabilities. Conclusions Intensive Contact Web-based interventions have obtained the first position in the ranking, proving the relevance of frequent, personalized, and professional feedback and their association with a better prognosis for people with overweight and obesity. These results provide relevant information to design more effective treatments for people with overweight and obesity, in a new format especially appropriate for the current situation.

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An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽

10.1609/aimag.v30i2.2232 ◽

2009 ◽

Vol 30 (2) ◽

pp. 59 ◽

Cited By ~ 9

Author(s):

Jiyou Jia

Keyword(s):

Foreign Language ◽

Educational Communication ◽

Assessment System ◽

System Structure ◽

Learning Assessment ◽

Dialogue System ◽

Learning Abilities ◽

Web Based ◽

English Classes ◽

English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

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

10.2196/preprints.11247 ◽

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)

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Web-Based Mindfulness Interventions for Mental Health Treatment: Systematic Review and Meta-Analysis

JMIR Mental Health ◽

10.2196/10278 ◽

2018 ◽

Vol 5 (3) ◽

pp. e10278 ◽

Cited By ~ 26

Author(s):

Julia Sevilla-Llewellyn-Jones ◽

Olga Santesteban-Echarri ◽

Ingrid Pryor ◽

Patrick McGorry ◽

Mario Alvarez-Jimenez

Keyword(s):

Quality Of Life ◽

Mental Health ◽

Anxiety Disorder ◽

Clinical Sample ◽

Meta Analysis ◽

Web Based ◽

Mindfulness Skills ◽

Mindfulness Interventions ◽

Depression Disorder

Background Web-based mindfulness interventions are increasingly delivered through the internet to treat mental health conditions. Objective The objective of this study was to determine the effectiveness of web-based mindfulness interventions in clinical mental health populations. Secondary aims were to explore the impact of study variables on the effectiveness of web-based mindfulness interventions. Methods We performed a systematic review and meta-analysis of studies investigating the effects of web-based mindfulness interventions on clinical populations. Results The search strategy yielded 12 eligible studies. Web-based mindfulness interventions were effective in reducing depression in the total clinical sample (n=656 g=−0.609, P=.004) and in the anxiety disorder subgroup (n=313, g=−0.651, P<.001), but not in the depression disorder subgroup (n=251, P=.18). Similarly, web-based mindfulness interventions significantly reduced anxiety in the total clinical sample (n=756, g=−0.433, P=.004) and the anxiety disorder subgroup (n=413, g=−0.719, P<.001), but not in the depression disorder group (n=251, g=−0.213, P=.28). Finally, web-based mindfulness interventions improved quality of life and functioning in the total sample (n=591, g=0.362, P=.02) in the anxiety disorder subgroup (n=370, g=0.550, P=.02) and mindfulness skills in the total clinical sample (n=251, g=0.724, P<.001). Conclusions Results support the effectiveness of web-based mindfulness interventions in reducing depression and anxiety and in enhancing quality of life and mindfulness skills, particularly in those with clinical anxiety. Results should be interpreted with caution given the high heterogeneity of web-based mindfulness interventions and the low number of studies included.

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A tutorial on how to use Gradepro GDT Tool for writing reviews

10.7287/peerj.preprints.2520v1 ◽

2016 ◽

Author(s):

Arindam Basu

Keyword(s):

Otitis Media With Effusion ◽

Meta Analysis ◽

Cochrane Review ◽

Primary Study ◽

Individual Study ◽

Web Based ◽

Development Tool ◽

Guidelines Development ◽

Bodies Of Evidence ◽

Based Medicine

This is a tutorial on how to use the GRADEPro GDT guidelines development tool for appraisal of articles. The tutorial assumes that the student has little experience of working with Gradepro and walks through in several steps how to use this tool. Grading of evidence is an essential action to be taken by practitioners of evidence based medicine and public health yet the tools are not very intuitive. Grading of evidence puts the focus of evidence appraisal on outcomes. Select outcomes first at most seven outcomes and use this tool to appraise articles and bodies of evidence. In this article, we shall use two articles -- one a primary study, and another, a Cochrane Review to critically appraise a body of evidence focused on health outcomes. We will then demonstrate that it is possible not only to appraise one outcome and an individual study but also bodies of studies such as that based on a Cochrane Meta analysis. Taking an example of grommet insertion for children with otitis media with effusion, we show the advantage of using a tool for setting up meta analysis and conducting web based analysis of literature data.

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The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

Teachers College Record ◽

10.1177/016146811311500307 ◽

2013 ◽

Vol 115 (3) ◽

pp. 1-47 ◽

Cited By ~ 5

Author(s):

Barbara Means ◽

Yukie Toyama ◽

Robert Murphy ◽

Marianne Baki

Keyword(s):

Online Learning ◽

Blended Learning ◽

Learning Outcomes ◽

Classroom Instruction ◽

Meta Analysis ◽

Learning Models ◽

Web Based ◽

Face To Face ◽

Learning Conditions ◽

Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

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