scholarly journals How Did The Covid-19 Pandemic Effect Audience Attitudes in Webinars?

2021 ◽  
Author(s):  
Yiloren Tanidir ◽  
Fatih Gokalp ◽  
Nebil Akdogan ◽  
Ali Furkan Batur ◽  
Çağrı Akın Şekerci ◽  
...  
Keyword(s):  
Low Cost ◽  
Electronic Library ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Group 2 ◽  
Share Information ◽  
Future Date ◽  
Significant Increment ◽  
Group 1

Introduction: Following the Covid-19 pandemic, the face-to-face meetings are delayed to a future date , which is still not clear. However, seminars, meetings, and conferences are necessary for updating our knowledge and skills. The web-based seminars (webinars) are the solutions to this issue. This study aimed to show the participant behavior when webinars present at the Covid-19 pandemic era. Methods: Between December 2017 – July 2020, 58 webinars were broadcasted via the Uropedia, electronic library of SUST. Data of all webinars were collected with the YouTube analytics and application of the Uropedia. Data of streaming webinars included participant behaviors such as content views, engagement time, total unique attendees, average engagement time, and the number of audience to leads. Data were split into two groups; group-1 is webinars before Covid-19 (before March 2020), group-2 is the webinars during Covid-19. Results: Total broadcast time and total page view number were found to be 112.6 hours (6761 min.) and 15919, respectively. The median participant age was 40.1 years. Median content view and median engagement time were found to be 261.0 min., and 12.2 min., respectively. Comparison of two groups revealed a significant increment in the content views (group 1;134.0 range=86.0-87.0 and group 2; 414.0 range=296.0-602.0, p<0.001) and the number of the unique attendees (group 1; 18.0 range=10.0-26.0 and group 2; 57.0 range=27.0-100.0, p<0.001) following Covid-19. However, the median engagement time of the audience did not seem to change with the Covid-19 pandemic (group 1; 11.5 range=10.0-13.3 min. and group 2; 13.2 range=9.4-18.1 min., p=0.12). Conclusion: The webinars are effective ways to share information and have many advantages, including low cost, reaching the high number of audiences. Audience number and page visits seemed to increase following the Covid-19 pandemic. However, The engagement time did not seem to affect a critical attitude of the audience

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals The Effectiveness of Endoscopic Surgery of Juvenile Angiofibroma Using Surgical Glue

2020 ◽  
Vol 8 (B) ◽  
pp. 150-154
Author(s):  
Seyed-Hadyi Samimi Ardesan ◽  
Mojtaba Mohammadi Ardehali ◽  
Najmeh Doustmohammadian
Keyword(s):  
Blood Loss ◽  
Endoscopic Surgery ◽  
Tumor Staging ◽  
Low Cost ◽  
Tumor Stage ◽  
Nasopharyngeal Angiofibroma ◽  
Group 3 ◽  
The Difference ◽  
Group 2 ◽  
Group 1

AIM: The current study aimed to provide a method for juvenile nasopharyngeal angiofibroma embolization using Glubran glue in patients with low stage tumor. This method not only has less blood loss and good visualization but also impose a low cost, where no pre-operative embolization complications were found for this procedure. METHODS: Between 2012 and 2014, 30 patients with angiofibroma undergoing endoscopic surgery. Age, sex, tumor stage, average blood loss, complications, length of hospitalization, and recurrence rate of the tumor were the main measured outcomes. Furthermore, 30 patients were divided into three groups with matched age, sex, and tumor staging. Group 1 received glue (Glubran), while Group 2 selected for study without glue and embolization and pre-operative embolization was considered for Group 3. RESULTS: Based on the amount bleeding, the mean blood hemorrhage in Groups 1, 2, and 3 was 510, 1655, and 800 ml, respectively, the difference of hemorrhage between Groups 1 and 2 was found to be statistically significant (p = 0.007). Blood loss in Group 1 was found to be less than Group 3, but the difference of hemorrhage between Group 1 and 3 was not statistically significant (p = 0.678). No blood transfusion and complication were recorded for individuals in Group 1. The recurrence was found in 1 patient (10%) in both groups of 2 and 3, and no patient (0%) in Group 1. CONCLUSIONS: The direct intraoperative embolization technique with glue was capable of providing a more complete and targeted embolization of the tumor. Some advantages can be mentioned for this technique, including decreased blood loss, less radiation exposure, lower rates of complications, and recurrence, as well as shorter hospitalization time, the ease of procedure with a spinal needle and low cost.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

scholarly journals A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction

2006 ◽  
Vol 1 (2) ◽  
pp. 30
Author(s):  
Gill Needham
Keyword(s):  
Self Efficacy ◽  
Library Instruction ◽  
Education Students ◽  
Post Intervention ◽  
Web Based ◽  
Face To Face ◽  
Group 3 ◽  
Group 2 ◽  
Face To Face Instruction ◽  
Library Skills

A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. Objective – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. Design – Pre- and post-intervention survey comparing three groups receiving different types of instruction. Setting – Department of Educational Studies at a large U.S. urban university. Subjects – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. Methods – Immediately before receiving library instruction, the three student groups were asked to complete a library skills self-efficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: Group 1 (Sixteen students) – an on-campus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. Group 2 (Nineteen students) – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. Group 3 (Nineteen students) - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. Main results – Both self-efficacy scores and library skills test scores increased for all three groups post-intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92) to a mean of 91.90 (SD=16.24); library skills scores increased from an average score of 58.78 (SD=13.80) to an average of 73.16 (SD=12.65). There was no statistically significant difference between the post- intervention scores of the three groups on the library skills test. However, the Web-based students in Group 3 showed a statistically significant greater increase in self-efficacy score (78.86 to 102.36) when compared with Group 2 participants (64.74 to 83.68). Conclusion – The study provides evidence that library instruction is effective in increasing both skill levels and self-efficacy levels. It does not give a clear indication of the relative value of different modes of delivery, but it does support the contention that Web-based tutorials are at least as effective as face to face sessions.

scholarly journals The training game SALIENCE for the therapy of alcohol use disorder

2019 ◽  
Vol 26 (1) ◽  
pp. 499-512 ◽  
Author(s):  
Sabine Vollstädt-Klein ◽  
Philip Mildner ◽  
Jan Malte Bumb ◽  
Damian Karl ◽  
Christoph Ueberle ◽  
...  
Keyword(s):  
Alcohol Use ◽  
Feasibility Study ◽  
Game Design ◽  
Alcohol Use Disorder ◽  
Standard Treatment ◽  
Real Life ◽  
Daily Basis ◽  
Web Based ◽  
Group 2 ◽  
Group 1

The feasibility study was aimed to develop a web-based gaming tool for the therapy of alcohol use disorder to offer patients a cue-exposure-based extinction and decision training, enhanced with virtual reality. To increase the training effect, patients playfully experience situations that resemble critical real-life situations. For implementing the game, a combination of HTML5 and JavaScript was used. The application comes with an administrator interface, to allow editing the game content. Initially, we included 21 patients (Group 1), 18 suffering from alcohol use disorder and 3 using cannabis (18/3 male/female, mean age 39 ± 13 years). Considering the iterative process of a feasibility study, we developed the game design as suggested by participants of Group 1 and additionally included 11 novel participants (Group 2) (11 suffering from an alcohol use disorder, 7/4 male/female, mean age 46 ± 14 years). Basically, the game was very well received. Usability ratings were generally high, even in patients with little computer experience. Both groups rated the application as realistic, and would generally be willing to play it on a daily basis. Given that SALIENCE is inexpensive, easily available, and engaging, it might be a reasonable add-on intervention to the standard treatment of alcohol use disorder.

Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder

2018 ◽  
Vol 25 (7) ◽  
pp. 431-437 ◽  
Author(s):  
Marie Antoinette Hodge ◽  
Rebecca Sutherland ◽  
Kelly Jeng ◽  
Gillian Bale ◽  
Paige Batta ◽  
...  
Keyword(s):  
Intellectual Ability ◽  
Cognitive Assessments ◽  
Potential Cost ◽  
Web Based ◽  
Face To Face ◽  
Specific Learning Disorder ◽  
South Wales ◽  
The Face ◽  
Administration Method ◽  
Future Work

Introduction Access to cognitive assessments for children living remotely is limited. Telehealth represents a potential cost- and time-effective solution. A pilot study was conducted to determine the feasibility of telehealth to assess cognitive function in children with learning difficulties. Methods Thirty-three children (median age = 9 years 11 months), recruited from the New South Wales (NSW) Centre for Effective Reading, underwent assessment of intellectual ability. Comparisons were made between the intellectual ability index scores obtained by a psychologist sitting face-to-face with the children and another psychologist via telehealth using a web-based platform, Coviu. Results The telehealth administration method yielded comparable results to the face-to-face method. Correlation analyses showed high associations between the testing methodologies on the intellectual ability indices (correlation coefficient range = 0.981–0.997). Discussion Findings indicate that telehealth may be an alternative to face-to-face cognitive assessment. Future work in a broader range of cognitive tests and wider range of clinical populations is warranted.

scholarly journals ACCEPTANCE OF WEB-BASED TRAINING SYSTEM AMONG PUBLIC SECTOR EMPLOYEES

2014 ◽  
Author(s):  
Huda Ibrahim ◽  
Thamer Ahmad AL-Rawashdeh
Keyword(s):  
Public Sector ◽  
New Technology ◽  
Training System ◽  
Intention To Use ◽  
Web Based ◽  
Face To Face ◽  
Public Sector Employees ◽  
Important Barrier ◽  
The Face ◽  
The Web

Applying web-based training system is highly preferable in meeting time constraints, however, its success is subject to users’ acceptance. Previous studies highlight human challenge as the most important barrier in the implementation of an ICT-based training system. Users tend to show resistance in using new technology and online approaches. They favour the traditional way such as the face-to-face method of training. This paper presents the results of a study conducted to assess the acceptance of a web-based training by public sector employees. The study applied the Unifi ed Theory of Acceptance and Use Technology (UTAUT) with the focus on three system characteristics; system flexibility, system enjoyment, and system interactivity. A total of 290 employees from the Jordanian Public Sector participated in the study. The fi ndings revealed that system fl exibility and system enjoyment have direct effects while system interactivity has an indirect effect on the employees’ intention to use the web-based training system. In addition, system flexibility is proven to have the strongest relationship to users’ intention to use the web-based training system.  

WhatsApp-based focus groups among Mexican-origin women in Zika risk area: Feasibility, acceptability and data quality (Preprint)

2020 ◽  
Author(s):  
Elizabeth Anderson ◽  
Denisse Zavala Garcia ◽  
Mary Koss ◽  
Lucia Castro ◽  
David Garcia ◽  
...  
Keyword(s):  
Focus Groups ◽  
Low Cost ◽  
Risk Area ◽  
Web Based ◽  
Face To Face ◽  
Sensitive Topics ◽  
Traditional Research ◽  
Mexico Border ◽  
Hard To Reach Populations ◽  
Key Steps

UNSTRUCTURED Despite unprecedented advances in global access to the Internet via smartphones, barriers remain to engaging hard-to-reach populations in many methods of health research. One potential avenue for conducting qualitative research is via participatory web-based media, including the free, popular social platform WhatsApp. However, despite clear advantages to engaging with participants over a well-established web-based platform, logistical challenges remain. This article reports evidence of feasibility and acceptability of WhatsApp as a method to conduct focus groups with Spanish-speaking women near the U.S.-Mexico border. The content focus was knowledge and perceived risks for exposure to Zika virus during pregnancy. Evidence is presented that WhatsApp is a secure, low cost, logistically feasible methodology that resulted in rich qualitative data from a population that is often reticent to engage in traditional research. The findings are noteworthy in a time when gold standard face-to-face focus groups are risky or precluded within safe COVID-19 guidelines. Other implications include more application and evaluation of WhatsApp for delivering one-on-one or group health education interventions on sensitive topics. This paper outlines key steps and considerations for methods replication or adaptation.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

2017 ◽  
pp. 177-195 ◽  
Author(s):  
YunJoon Jason Lee
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Top Down ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Korean College Students ◽  
Conversation Class ◽  
Set Up

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

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