Search Results (9)

Multimodal interaction technology has become a key aspect of remote education by enriching student engagement and learning results as it utilizes the speech, gesture, and visual feedback as various sensory channels. This publication reflects on the latest breakthroughs in multimodal interaction and its usage in remote learning environments, including a multi-layered discussion that addresses various levels of learning and understanding. It showcases the main technologies, such as speech recognition, computer vision, and haptic feedback, that enable the visitors and learning portals to exchange data fluidly. In addition, we investigate the function of multimodal learning analytics in order to measure the cognitive and emotional states of students, targeting personalized feedback and refining instructional strategies. Though multimodal communication may bring a historical improvement to the mode of online education, the platform still faces many issues, such as media synchronization, higher computational demand, physical adaptability, and privacy concerns. These problems demand further research in the fields of algorithm optimization, access to technology guidance, and the ethical use of big data. This paper presents a systematic review of the application of multimodal interaction in remote education. Through the analysis of 25 selected research papers, this review explores key technologies, applications, and challenges in the field. By synthesizing existing findings, this study highlights the role of multimodal learning analytics, speech recognition, gesture-based interaction, and haptic feedback in enhancing remote learning. Full article

The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback. Full article

A growing number of higher-education institutions are implementing synchronous hybrid delivery, which provides both online and on-campus learners with simultaneous instruction, especially for facilitating discussions in Active Learning (AL) contexts. However, learners face difficulties in picking up social cues and gaining free access to speaking rights due to the geometrical misalignment of individuals mediated through screens. We assume that the cultivation of discussions is allowed by ensuring the spatial localization of learners similar to that in a physical space. This study aims to design a synchronous hybrid learning environment, called Mirror Campus (MC), suitable for the AL scenario that connects physical and cyberspaces by providing spatial localization of learners. We hypothesize that the MC promotes discussion-oriented behaviors, and eventually enhances applied skills for group tasks, related to discussion, creativity, decision-making, and interdependence. We conducted an experiment with five different groups, where four participants in each group were asked to discuss a given topic for fifteen minutes, and clarified that the occurrences of facing behaviors, intervening, and simultaneous utterances in the MC were significantly increased compared to a conventional video conferencing. In conclusion, this study demonstrated the significance of the spatial localization of learners to facilitate discussion-oriented behaviors such as facing and speech. Full article

The early introduction of effective nutritional educational programs is pivotal for instilling sustainable healthy behaviors. The present work aims to present a best practice example of a nutrition and overall lifestyle school-based training program, the Nutritional Adventures (“Diatrofoperipeteies”). Conducted during 2020–2022 in Greek primary schools, this synchronous, online educational initiative included two 1-school-hour activities with a nutrition instructor. Additionally, schools were randomly assigned to supplementary “at-home” supported-by-parents or “in-class” supported-by-educators educational activities. In total, n = 12,451 students of 84 primary schools participated. Parent-completed questionnaires were selected in the recruitment and post-intervention phase (40% participation rate); overall, the working sample was n = 1487 students. In the post-intervention phase, a significant increase in Mediterranean diet adherence was observed (KIDMED score: mean increment = 0.25 units; p < 0.001), particularly fruit and vegetable consumption. Time spent on physical activity increased, while screen time decreased. Students’ total quality of life significantly improved (PedsQL; mean increment = 1.35 units; p < 0.001), including on all of its subscales (physical, emotional, social, and school function). Supplementary educational activities that were supported by educators rather than parents yielded a more favorable impact on students’ lifestyle and quality of life. The Nutritional Adventures program can be regarded as a successful initiative in primary schools, yielding immediate advantages that extend beyond promoting healthy dietary habits. Full article

The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, the majority of the university teachers in the bachelor’s programs were interviewed, and their statements were subsequently categorized. While lectures and tutorials in distance learning were held asynchronously or synchronously online, laboratory courses used a variety of formats. The number of disadvantages cited, as well as the number of university faculty citing the same disadvantage, is greater than for advantages. The most commonly cited drawbacks fall into the areas of workload, communication, feedback, and active student participation. Physical presence and a return to the original learning objectives in the lab courses is wanted by the majority. The results point to commonalities between the science subjects and should encourage science departments to work together on similar problems in similar formats in the future. Furthermore, there is an urgent and ongoing need for the training of natural science teachers in competence-oriented digital teaching. Full article

The phenomenon of the COVID-19 pandemic requires prevention actions, such as social and physical distancing. In education, there is no choice but to adapt to online learning from traditional face-to-face learning. Online learning is divided into two approaches, namely synchronous and asynchronous learning. In practice, both synchronous and asynchronous learning have their respective advantages and disadvantages that can affect the efficiency and the effectiveness of online learning that are felt by students. The present study has analyzed students’ acceptance of synchronous learning and asynchronous learning by comparing the results of the two approaches that were used in educational institutions. Data from 162 respondents in the synchronous and 147 asynchronous online learning surveys were obtained through distributing online questionnaires. The present research utilized multigroup partial least square-structural equation modeling (PLS-SEM) for data analysis. The results indicate that students’ acceptance of synchronous online learning is influenced by the characteristics of the teachers, technological innovations, and the quality of the learning system. At the same time, the teacher characteristics, the organizational and technical support, technological innovations, and the trust affect the acceptance of asynchronous online learning. The R2 that was generated from the two groups was 58 percent and 62 percent for synchronous and asynchronous learning, respectively. The managerial implications that can be implemented are also described here in order to assist institutions in increasing the acceptance of synchronous and asynchronous online learning for future online education. Full article

The COVID-19 pandemic shifted pathology education in medical schools worldwide towards online delivery. To achieve this goal, various innovative platforms were used by pathology educators and medical students, facilitating both synchronous and asynchronous learning. The aim of this study was to review the published evidence regarding remote pathology teaching at the medical school level during this period, present our own experience, and provide some perspectives regarding the best mode of pathology teaching post-pandemic. Among its advantages, virtual pathology education was considered among students and educators as convenient, flexible, and engaging, while learning outcomes were met and students’ academic performance was in general satisfactory. However, several challenges were faced. For instance, suboptimal internet connection compromised the flow of classes and was even associated with a lower academic performance. The lack of hands-on laboratory activities, such as operating the light microscope and tissue grossing, and the reduced student interactions among themselves and their instructors, were also pointed out as significant drawbacks of remote pathology education. Whereas online education has multiple advantages, experiencing the physical university environment, in-person interactions and teamwork, exposure to the “hidden curriculum”, and hands-on activities are vital for medical school education and future student development. In conclusion, the implementation of a blended approach in pathology education—where online and face-to-face sessions are jointly used to promote students’ engagement, interaction with their instructors and peers, and learning—could be the most optimal approach to pathology teaching in medical schools post-pandemic. Full article

This study aimed to investigate the effects of online physical education classes, using Tabata training, on middle school students’ physical fitness. Fifty-four adolescents were randomly assigned to either the asynchronous online class group (AOCG, n = 24, age: 15.8 ± 0.4 years) or the synchronous online class group (SOCG, n = 24 age: 15.9 ± 0.3 years). The online physical education class lasted two days per week for 10 weeks. Recorded video lectures were conducted for the AOCG, and Tabata training for the SOCG, as real-time lecture methods. Baseline and post-online physical education class measures included muscular strength, muscular endurance, flexibility, balance, and cardiorespiratory fitness tests. The results showed that the synchronous online physical education class had a positive effect on the improvement of muscle mass, ankle strength (dorsiflexion), hip strength (abduction, flexion, extension, and external rotation), knee strength (extension and flexion), and balance (Y-balance test) in adolescents. These findings suggest that the physical fitness of adolescents can be sufficiently improved through appropriate online physical education class methods. Further research should focus on developing and evaluating different types of exercises for synchronous online physical education classes as a precautionary measure for the second wave of COVID-19. Full article

The purpose of this randomized controlled study was to investigate the efficacy of an 8-week exercise programme conducted in e-learning mode on high school students’ academic performance. The aim was to examine the changes in physical fitness and learning outcomes during the enforced period of lockdown caused by outbreak of the second wave of COVID-19 pandemic and the closure of schools in Italy. Thirty high-school students (14–15 years) were randomly assigned to an experimental group (n = 15) that performed an at-home workout programme (~60 min., twice a week), or a control group (n = 15) who received only a regular programme of theoretical lessons where no practice takes place. Both groups were synchronized in real-time with the physical education teacher. In order to assess students’ starting level and significant changes reached, at baseline and after training, a battery of standardized assessment motor tests (Standing long jump test, Harvard step test, sit and reach test, and butt kicks test), and an academic achievement test (Amos 8–15) were administered. In comparison to the control group at baseline and the end of the programme, the experimental group reported considerable improvements in motivation and concentration, significant anxiety reduction, and an increase in capacity to organize studying and to be more flexible. Moreover, it was possible to observe the efficacy of the workout to improve learning ability among practicing students (p < 0.001). No significant changes were found in the control group. The results suggest that a school-based exercise programme conducted online could be a powerful approach in order to achieve the best academic outcomes and for improving students’ physical fitness as well as their cognitive health. Full article