Search Results (265)

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article

Background: Teaching methodology has recently undergone significant evolution from traditional apprenticeship models as we adapt to ever-increasing rates of technological advancement. Big data, artificial intelligence, and machine learning are on the precipice of revolutionising all aspects of surgical practice, with far-reaching implications. Robotic platforms will increase in autonomy as machine learning rapidly becomes more sophisticated, and therefore training requirements will no longer slow innovation. Materials and Methods: A search of published studies discussing surgeon training and computer-enhanced simulation robotics and emerging technologies using MEDLINE, PubMed, EMBASE, Scopus, CRANE, CINAHL, and Web of Science was performed in January 2024. Online resources associated with proprietary technologies related to the subject matter were also utilised. Results: Following a review of 3209 articles, 91 of which were published, relevant articles on aspects of robotics-based computer-enhanced simulation, technologies, and education were included. Publications ranged from RCTs, cohort studies, meta-analysis, and systematic reviews. The content of eight medical technology-based websites was analysed and included in this review to ensure the most up-to-date information was analysed. Discussion: Surgeons should aim to be at the forefront of this revolution for the ultimate benefit of patients. Surgical exposure will no longer be due to incidental experiences. Rather, surgeons and trainees will have access to a complete database of simulated minimally invasive procedures, and procedural simulation certification will likely become a requisite from graduation to live operating to maintain rigorous patient safety standards. This review provides a comprehensive outline of the current and future status of surgical training in the robotic and digital era. Full article

Background/Objectives: The COVID-19 pandemic has significantly restricted clinical training for midwifery students, highlighting the need for alternative teaching methods. With the disruption of traditional face-to-face education, online simulation-based training has emerged as an effective alternative for developing essential clinical skills. The acquisition of hands-on skills has a direct impact on students’ self-confidence and clinical performance. Interactive online simulations support the learning process by enhancing both theoretical knowledge and practical competencies. This study aims to evaluate the impact of online simple simulation-based episiotomy repair training on students whose clinical practice was limited due to the COVID-19 pandemic. Methods: A mixed-method approach was used, considering the outcomes from 61 midwifery students. Data were collected via observational questionnaires, which provide an online learning readiness scale and scales for student satisfaction and self-confidence. The analysis included descriptive statistics, McNemar’s, binary logistic regression, and the Mann–Whitney U test. Results: Students who trusted themselves in both opening and repairing an episiotomy after training had more readiness for online learning (t(43) = 2.73, p = 0.009; t(43) = 2.40, p = 0.02). Students with better training performance are more likely to obtain higher scores on the final exam of the Clinical Practice module (rho = 0.33, p = 0.01). Additionally, their performance was a positive and significant predictor of achieving a full mark (b = 0.11, s.e. = 0.05, p = 0.01). Conclusions: Interactive online simulation training improved midwifery students’ hand skills and self-confidence in clinical practice. Such methods should be promoted in circumstances like COVID-19. Full article

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article

Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments. Full article

The COVID-19 pandemic disrupted U.S. K-12 education systems, forcing teachers to adopt emergency remote teaching with minimal preparation. This study investigates the challenges and adaptive strategies of 16 U.S. K-12 educators during the pandemic. Qualitative analysis of semi-structured interviews with 16 educators was conducted to identify key themes. Findings reveal that innovative engagement strategies—including interactive activities, long-term projects, and inclusive virtual environments—were pivotal for sustaining participation. Challenges such as disparities in students’ home environments, technical limitations, and motivational declines underscored the need for parental collaboration, emotional support frameworks, and teacher-specific professional development. These results highlight actionable pathways to strengthen resilience and equity in online education systems during crises. Full article

Despite advancements in information and technology, the benefits of online education for mathematically gifted students remain underexplored. In response, this study investigated the impacts of teacher competencies on students’ sustainable development in online mathematics competition education, examining the mediating role of teaching practice and the moderating role of teacher adaptability. Based on survey data from 289 Chinese mathematics competition teachers, the current research yielded the following findings: (1) Online teaching efficacy exerted a stronger positive influence on sustainable development compared with competition teaching professionalism, establishing the crucial role of technological competence in online education. (2) Teaching engagement and teaching practice significantly mediated the relationship between teacher competencies and sustainable development, with teaching engagement demonstrating stronger effects. (3) Teacher adaptability emerged as a significant moderator, empowering teaching practices and their effectiveness in promoting students’ sustainable development. These findings construct an integrated theoretical framework for understanding the translation of teacher competencies into student outcomes in online mathematics competition education, providing evidence-based guidance for enhancing teaching effectiveness in mathematics gifted education. Full article

This study constructs and validates a multidimensional online teaching competency model for K12 teachers through an integrated mixed-methods design. Combining behavioral event interviews (n = 38) with large-scale psychometric evaluation (n = 4378), we identified six hierarchically organized competency dimensions encompassing 29 measurable elements. The model differentiates between 12 discriminative competencies and 17 baseline competencies, further categorized into explicit (knowledge, technical, instructional, management) and implicit (achievement orientation, individual traits) dimensions. Exploratory and confirmatory analyses validated the model’s robust multidimensional structure (CFI = 0.923, TLI = 0.914, RMSEA = 0.042). Structural equation modeling revealed significant competency-performance linkages, with 10 of 12 hypothesized paths attaining statistical significance (p < 0.05). Management competencies emerged as the strongest predictor of both process (β = 0.37) and outcome performance (β = 0.29), followed by instructional competencies (β = 0.31 and 0.24 respectively). The model provides empirically grounded guidance for developing online teaching norms, competency-based teacher training programs, and performance evaluation systems. Full article

In this article, the authors examine the history, development, and current state of K-12 online learning, challenging the assertions that COVID-19-era distance education was unprecedented. Drawing on historical examples, the authors demonstrate how educational systems have repeatedly leveraged various technologies for remote instruction during disruptions, from correspondence courses to radio broadcasts to modern digital platforms. The analysis reveals persistent challenges in implementing effective online learning, including inadequate teacher preparation, inconsistent terminology, and limited theoretical frameworks. While K-12 online learning has shown promise for expanding educational access and flexibility, adoption remains relatively low globally. The article concludes that realizing the potential of K-12 online learning requires addressing fundamental issues in research, practice, and policy while learning from past experiences rather than treating each implementation as novel. Full article

Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, mathematics education, and the history of mathematics lend themselves to a broader range of assessment techniques that have been reported to provide a more balanced picture of students’ abilities. In 2020, an online environment for the teaching and learning of mathematics was imposed on the academic world globally as a result of the COVID-19 pandemic. In an effort to teach and assess remotely while maintaining institutional academic standards, the majority of lecturers were in a situation where closed-book, proctored assessments were not an option. As a result, other methods were adopted. This paper reports on an investigation into how mathematics lecturers worldwide assessed mathematics before the pandemic, during the initial lockdown restrictions, and in the immediate aftermath, while some restrictions were still in place, to see if any changes were sustained. There was a statistically significant difference in the proportion of respondents who used many of the assessment types investigated across the three time periods, including open-book timed, open-book untimed, closed-book, multiple-choice questions, online proctored, in-person proctored, presentations, projects, and assignments. The majority of those who favoured closed-book proctored examinations prior to the pandemic moved to timed open-book assessments. Differences between the weightings of final examinations versus continuous assessments were also statistically significant, with greater weight given to continuous assessment once the pandemic began. Respondents’ satisfaction levels with their assessments were significantly different also, with the highest satisfaction levels prior to the pandemic and the lowest during the initial lockdown restrictions. Academic integrity was a key concern of the majority of respondents when assessing the learning outcomes of their modules and played a role in the vehicle of assessment they chose. Full article

Health professionals are trusted information sources and could be valuable for improving climate change health literacy. Few studies address teaching patients about health risks associated with climate change, and no studies have focused on the medical office waiting room as a teaching site for populations from heat-vulnerable neighborhoods. We gave adult patients in primary care office waiting rooms printed teaching materials about heat-related illnesses. We asked them to read these at home and then complete an online confidential survey concerning their preferences among teaching methods and their preferences for communication during health emergencies. Ninety-one surveys were received from patients residing in heat-vulnerable neighborhoods. Patients liked receiving information in waiting rooms. Printed brochures were favored statistically by patients, but other teaching methods that are feasible for waiting rooms also rated well, including single-page printed fliers, posters, and video screens. Digital options were far less favored. We conclude that printed teaching materials may improve decisions that impact human health. The medical office waiting room appears to be an accepted, time-efficient, and effective site to communicate knowledge on climate change and health. Additionally, medical offices could play a role supporting government agencies to communicate with patients during weather-related health emergencies. Full article

This study analyzes the award-winning documentary film Searching for Rodakis, directed by Kerem Soyyilmaz, produced in 2023. The aim of this study is the historic comprehension and analysis of this filmic narrative in the field of social–semiotic literacy and its utilization in historical studies for approaching issues of conflict in modern history, otherness, collective experience and trauma, and collective memory. The research material is the documentary Searching for Rodakis (produced by Denmark, Turkey 2023; screenplay/director, Kerem Soyyilmaz; duration, 57’), which received the following awards: Adana Golden Boll FF 2023 Turkey | Best Documentary, Thessaloniki International Doc. Festival 2023 Greece, Greek Film Festival Los Angeles 2023 USA, and Istanbul Documentary Days 2023 Turkey. As regards the historic context, the year of production, 2023, coincides with the 100th anniversary of the signing of the Treaty of Lausanne, where Turkey’s current borders were set and the “population exchange” legally sealed, i.e., the violent expulsion of 400,000 Muslims, citizens of Greece, many of whom spoke only Greek, and 200,000 Orthodox citizens of Turkey, who in the majority spoke Turkish. At the same time, the Treaty of Lausanne ratified and finalized the expulsion of approximately one million Orthodox who were forced to leave the Ottoman Empire, as well as 120,000 Muslims who had fled Greece since the beginning of the Balkan Wars (1912–1913). About two million people were deported and lost their citizenship and property, in the context of “national homogeneity” (which connotes an ethnic cleansing), with the official states ignoring the criticisms of lawyers and academics who spoke of violations of constitutional rights. Mohammedan Greeks, estimated at around 190,000 as early as 1914, based on ecclesiastical statistics in the Pontus region, did not receive attention from the provisions of the Treaty of Lausanne, even though linguistically and culturally (origin, customs, culture and traditions) they did not differ in any way from the Orthodox Greeks. In Turkey, there was general indifference to the thousands of desperate people who arrived, with the exception of a few academics and the Lausanne Exchange Foundation. The filmic scenario is as follows: as a Greek tombstone of unknown origin is discovered underneath the floorboards in an old village house in Turkey, an almost forgotten story from the country’s creation unravels—the forced population exchange between Greece and Turkey in 1923. The engraved Greek letters tell of a woman, Chrysoula Rodaki, who died in 1887. Thus the search for her descendants begins. It leads director Kerem Soyyilmaz to local archives, where his own family’s role in history is laid bare; to abandoned ghost towns, and through the memories of older villagers—all while Soyyilmaz meets massive support for his quest from Greeks on the other side of the border. The stone becomes a portal to the past—and for a while, the trauma becomes redeemed when the previous owners of the village house return. Searching for Rodakis is a movie that reconnects people, culture, and the stories that were discarded in order to build a strong, nationalist state—told through the director’s personal experiences. The research questions, as they arise from the cinematographic material itself, are as follows: How is the historical memory of traumatic events of the previous century, such as the exchange of populations according the Treaty of Lausanne, recorded in the cinematographic narrative? What are the historical sources? To what extent did the origin, ethnicity, and geographical location of the narrators as participants influence the preservation of historical memory and the historical research? What are the criteria of the approach of the creator, and what are the criteria of the participants? Methodologically, we apply historic and socio-semiotic analyses in the field of public and digital history. The results: The types of historical sources found in filmic public discourse include the oral narration of testimonies, of experiences and of memories, as well as the director’s historical research in state archives, the material cultural objects, and the director’s digital research. Thus, historic thematic categories occur, such as the specific persons and actions in Turkey/Greece, actions on-site and in online research, and the types of historical sources, such as oral testimonies, research in archives, and objects of material culture. Sub-themes such as childhood, localities and kinship also emerge. These cinematic recordings of biographical oral narratives as historical and sociological material help us understand the political ideologies of the specific period, between the years 1919 and 1923. The multimodal film material is analyzed to provide testimonies of oral and digital history; it is utilized to approach the historical reality of “otherness”, seeking dialogue in cross-border history in order to identify differences, but above all the historic and cultural similarities against sterile stereotypes. The historic era and the historic geography of the Greek and Turkish national histories concern us for research and teaching purposes a hundred years after the Treaty of Lausanne which set the official borders of the countries. Full article

Background: Evidence-based practice must be promoted in nursing education to provide quality care. For this, teaching practices that promote its development must be considered. Aim: The aim of this study was to explore a learning experience centered on evidence-based practice through cooperative learning in an online discussion forum with nursing students. Methods: We employed a descriptive qualitative study with the participation of 137 nursing students. A teaching intervention based on cooperative teamwork through an online forum is proposed. The students, through a question, must manage information to provide a reasoned answer. The interactions in the forums were analyzed through qualitative content analysis. Results: Two themes and eight categories emerged: Critical Analysis of the Literature (Computer Literacy, Reliability of the data sources, Level of evidence according to the article design, and Relevance of the research) and Clinical Practice (Patient’s perspective, Professional experience, Quality of care, and Usefulness of EBP). Conclusions: The use of interactive teaching methodologies (cooperative learning and online discussion forums) facilitates the construction of knowledge applied to clinical practice. Students perceive EBP as necessary and useful for optimal care management, and the forums allow for the development of key competencies, such as autonomous learning, teamwork, and critical thinking. Full article