Digital Intervention for Problematic Smartphone Use

Smartphones have become the primary devices for accessing the online world. The potential for smartphone use to become problematic has come into increasing focus. Students and young adults have been shown to use their smartphones at high rates and may be at risk for problematic use. There is limited research evaluating interventions for problematic smartphone use. The present research aimed to develop and evaluate a digital intervention for problematic smartphone use in a student population. A mixed-method case series design was used. The participants were 10 students with mild–moderate dependency on the online world (measured via a self-report questionnaire). An intervention comprising goal setting, personalised feedback, mindfulness, and behavioural suggestions was delivered via a smartphone application. Time spent on smartphones was measured objectively through the same application. Changes in problematic technology use, wellbeing, mindfulness, and sleep were also evaluated. The findings indicate that the intervention resulted in a reduction in self-reported problematic smartphone use, but not screen time. The findings also indicate that over the course of participation, there was a positive influence on wellbeing, online dependency, mindfulness, and sleep. However, the mechanisms of change could not be determined. The study provides preliminary evidence that a light-touch, smartphone-delivered package is an acceptable and effective intervention for students wishing to better manage their problematic smartphone use.

Increasing student grades in large online subjects: Combining tutorial support with technology

Three large first-year undergraduate subjects with 240-517 enrolled students were selected to participate in this pilot study. A meeting scheduling tool was embedded in the learning management system and thirty-minute, one-on-one tutorial sessions were available to students in the 2 weeks leading up to the due date of at least one large written task. Thirty one percent (31%) of enrolled students attended at least one appointment with a tutor. There was no difference in the average assessment mark that students obtained before the first tutorial was offered between those who attended a tutorial session for a later assessment item and those who did not. There was a significant increase in the average cumulative grade (10%, p<0.05) of students who attended a tutorial. The novel use of the calendar booking tool combined with online meeting technology provides a simple and convenient method to provide personalised feedback to a large cohort of students.

English Teachers' Reflections and Lessons Learned in Language Teaching During COVID-19 Pandemic

This study seeks to find out the English teachers' reflections and lessons learned in language teaching during the pandemic. The method used was a guided narrative frame in which the teachers from the suburban wrote down their feelings and lived experiences. The data was analysed using thematic analysis and presented in themes. The findings indicate that the teachers found it challenging at the beginning of their online teaching. Both the teachers and students faced problems including economic situations, tech problems and mental struggles. Interestingly, this finding is similar to the outskirt teachers and students' problems. Besides, the teachers have learned the most vital things during their language teaching in the early year of the pandemic. They continuously shift their teaching strategies, provide personalised feedback to support the students' engagement, and become adaptable teacher-learners. Suggestions are provided for both teachers and policymakers.

Antecedents of Student Teachers’ Commitment to the Teaching Profession in Finland and Norway

The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.

“I never thought it would be that bad” –Increasing teachers’ awareness of psychological well-being through recovery-stress monitoring and individualised feedback

BACKGROUND: The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being. OBJECTIVE: This exploratory study followed a two-stage approach aimed at: a) collecting data about the potential effects of holidays on stress in teachers, and b) utilizing these findings to provide tangible feedback to teachers. METHODS: Thirty-seven German teachers completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic data regarding recovery and stress were gathered using the Recovery-Stress Questionnaire Work. Interested teachers received individual feedback sessions. RESULTS: The results, inter alia, indicated significant time effects for the dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) and Overall Recovery (F(3.7,67.7) = 4.33, p = 0.004). Significant positive changes were identified over the Summer, but not the Easter break. In the feedback sessions, group-based findings were connected with the individual recovery-stress values. Notable scores were highlighted in a matrix. CONCLUSIONS: This study demonstrates an approach to monitoring and providing group and personalised feedback to raise teachers’ awareness and sensitivity of psychological health status in relation to their working environment.

Factors associated with engagement and adherence to a low-energy diet to promote 10% weight loss in patients with clinically significant non-alcoholic fatty liver disease

ObjectiveClinical guidelines recommend weight loss to manage non-alcoholic fatty liver disease (NAFLD). However, the majority of patients find weight loss a significant challenge. We identified factors associated with engagement and adherence to a low-energy diet (LED) as a treatment option for NAFLD.Design23 patients with NAFLD enrolled in a LED (~800 kcal/day) were individually interviewed. Transcripts were thematically analysed.Results14/23 patients achieved ≥10% weight loss, 18/23 achieved ≥7% weight loss and 19/23 achieved ≥5% weight loss. Six themes were generated from the data. A desire to achieve rapid weight loss to improve liver health and prevent disease progression was the most salient facilitator to engagement. Early and significant weight loss, accountability to clinicians and regular appointments with personalised feedback were facilitators to engagement and adherence. The desire to receive positive reinforcement from a consultant was a frequently reported facilitator to adherence. Practical and emotional support from friends and family members was critically important outside of the clinical setting. Irregular working patterns preventing attendance at appointments was a barrier to adherence and completion of the intervention.ConclusionsEngagement and adherence to a LED in patients with NAFLD were encouraged by early and rapid weight loss, personalised feedback and positive reinforcement in the clinical setting combined with ongoing support from friends and family members. Findings support those identified in patients who completed a LED to achieve type 2 diabetes remission and highlight the importance of behaviour change support during the early stages of a LED to promote adherence.

A Long Way to Go: Patient Perspectives on Digital Health for Parkinson’s Disease

Digital health promises to improve healthcare, health, and wellness through the use of digital technologies. The purpose of this commentary is to review and discuss the field of digital health for Parkinson’s disease (PD) focusing on the needs, expectations, and wishes of people with PD (PwP). Our analysis show that PwP want to use digital technologies to actively manage the full complexity of living with PD on an individual level, including the unpredictability and variability of the condition. Current digital health projects focusing on PD, however, does not live up to the expectations of PwP. We conclude that for digital health to reach its full potential, the right of PwP to access their own data needs to be recognised, PwP should routinely receive personalised feedback based on their data, and active involvement of PwP as an equal partner in digital health development needs to be the norm.