Search Results (506)

Background/Objectives: Parkinson’s disease (PD) is a progressive neurodegenerative disorder frequently associated with cognitive impairment. In the context of increasing interest in remote healthcare solutions, particularly after the COVID-19 pandemic, this preliminary study aimed to evaluate the feasibility of an online version of the Parkinson’s Disease—Cognitive Rating Scale (PD-CRS), a first-level neuropsychological screening tool for mild cognitive impairment (MCI) in individuals with PD. Methods: Seventy-nine patients with idiopathic PD were recruited between October 2020 and February 2024. A telematic version of the PD-CRS was administered via video call using adapted materials (e.g., slide-based instructions and webcam-mediated tasks). Both patients and examiners completed a Visual Analogue Scale (VAS) to rate perceived difficulty. Descriptive statistics and non-parametric tests were used to analyze data. Results: Difficulty ratings were low for both patients (mean VAS = 1.60, SD = 0.88) and the examiner (mean VAS = 1.43, SD = 0.61), with no significant difference (p = 0.176). No demographic or clinical variable predicted difficulty. Conclusions: These findings support the feasibility and usability of an online version of PD-CRS. This approach may facilitate wider access to cognitive screening for PD patients, particularly those with mobility limitations or living in underserved areas. Full article

Online laboratories have emerged as a viable alternative for providing hands-on experience to engineering students, especially in fields related to computer, software, and electrical engineering. In particular, remote laboratories enable users to interact in real time with physical hardware via the internet. However, current remote laboratory systems often restrict access to a single user per session, limiting broader participation. Embedded systems laboratory activities have traditionally relied on in-person instruction and direct interaction with hardware, requiring significant time for code development, compilation, and hardware testing. Students typically spend an important portion of each session coding and compiling programs, with the remaining time dedicated to hardware implementation, data collection, and report preparation. This paper proposes a remote laboratory implementation that optimizes remote laboratory stations’ availability, allowing users to lock the system only during the project debugging and testing phases while freeing the remote laboratory station for other users during the code development phase. The implementation presented here was developed for a microprocessor laboratory course. It enables users to code the solution in their preferred local or remote environments, then upload the resulting source code to the remote laboratory hardware for cross-compiling, execution, and testing. This approach enhances usability, scalability, and accessibility while preserving the core benefits of hands-on experimentation and collaboration in online embedded systems education. Full article

This study investigates the impact of structured input, referential activities, and affective activities on English simple past tense acquisition in a second language (L2). Thirty-three participants from a senior high school were divided into four groups based on the pretest–posttest design: referential only, affective only, a combination of both, and a control group. A self-paced reading (SPR) test was used to measure accuracy and response times to evaluate the effectiveness of these instructional strategies. Structured input and referential tasks enhance grammatical acquisition more rapidly and accurately than affective-only treatments or controls, showing the beneficial effects of structured input on grammar acquisition. The results emphasized the importance of designing instructional strategies that address specific processing challenges in L2 learning by focusing on form–meaning connections. By demonstrating differential impacts of structured input activities on grammatical learning and processing efficiency, the research contributes to the field of second language acquisition. The SPR method was selected for its ability to capture subtle, immediate differences in processing at the word level, its suitability for controlled classroom-based online administration, and its established validity in L2 processing research. Unlike other methods, SPR allows precise measurement of reaction times for specific sentence components, isolating processing effects of the target grammatical form while minimizing the influence of explicit knowledge. Full article

This study aimed to characterize students from the Instituto Tecnológico del Valle de Etla (ITVE), located in Oaxaca, Mexico, within the virtual learning environment (VLE) and to identify the main technological challenges affecting their learning experience. The research adopted a descriptive quantitative approach, using a self-administered questionnaire applied to a sample of 71 students enrolled in distance education programs. The instrument made it possible to analyze variables such as online instructional design, teaching experience, and information technologies. The results evidenced four distinct student profiles identified as follows: demanding, digitally competent, dependent on didactic material, and with technological barriers. These profiles reflect disparities in connectivity conditions, digital competencies, and expectations toward instructional design. The evidence generated by this research contributes to the formulation of more inclusive and resilient educational policies, in line with Sustainable Development Goal 4 (SDG 4), which promotes inclusive, equitable, and quality education for all. Full article

This study investigates how Spanish heritage language (SHL) learners, and second language (L2) learners cognitively and socially engage with texts through collaborative digital annotations. Conducted in two advanced online writing courses with forty students, the study employed Perusall, a social annotation platform, to examine reading behaviors and peer interactions. Quantitative analysis revealed both similarities and differences in strategy use: while both groups demonstrated equal levels of interaction, SHL learners favored Evaluating and Connecting strategies, suggesting reflective, experience-based engagement, whereas L2 learners more frequently used Questioning and Translating strategies, indicating a more analytical approach. Survey responses further highlighted perceived gains in vocabulary, motivation, grammar, and academic language awareness. These findings challenge deficit-based assumptions about SHL literacy and underscore the value of integrating culturally relevant, digitally mediated tasks in language instruction. The study affirms that collaborative annotation not only fosters cognitive engagement but also promotes social presence and academic identity development. It offers practical recommendations for grouping, scaffolding, and platform use, and contributes to a broader understanding of how digital tools can support inclusive, meaningful reading experiences for diverse learners in the twenty-first-century classroom. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

Metaphorical instructions are widely used in motor skill learning, yet their impact on learning and memory processes in children remains underexplored. This study examined whether metaphor-based language could enhance children’s acquisition and recall of body posture-related motor skills in an online learning environment. Forty-eight children aged 7 to 9 were randomly assigned to receive either metaphorical or explicit verbal instructions while learning 15 gymnastic postures demonstrated through static images. Following the learning phase, participants completed a free recall task, in which they reproduced the learned postures without cues, and a recognition task involving the identification of previously learned postures. Results indicated that children in the metaphor group recalled significantly more postures than those in the explicit group, with no reduction in movement quality. However, no group differences were observed in recognition accuracy or discrimination sensitivity. These findings suggest that metaphorical instructions may enhance children’s ability to retrieve self-generated motor representations but offer limited advantage when external cues are available. The study provides evidence for the value of metaphor-based strategies in supporting immediate motor memory in digital, child-focused learning settings and highlights the potential task-dependency of instructional language effects on memory outcomes. Full article

Background: This study stems from the perceived need to update skills and training in the process of educating healthcare professionals in light of the needs of individuals and their families. Objectives: This study aimed to assess the prevailing attitudes toward death and hospice care among medical students in China, providing a foundation for implementing hospice care and death education within these institutions. Methods: We conducted an online survey questionnaire with 568 medical students. Results: The results indicate that the overall attitude toward death was more inclined to accepting death neutrally. Gender, place of origin, educational background, willingness to care for terminally ill patients, experience in caring for terminally ill patients, and more will affect the attitude toward death of medical students. Compared to their rural counterparts, medical students in urban areas are more likely to view death as neutral. Instead of reducing fear, death and hospice education made people more likely to avoid situations. All five dimensions of death attitude exhibit a substantial positive connection with attitudes toward hospice care. In comparison to earlier research, medical students exhibit increasingly favorable attitudes regarding hospice care, and their overall perspective on death remains one of natural approval, suggesting that the integration of death and hospice care teaching is progressing effectively in mainland China. Conclusions: Simultaneously, it was discovered that numerous deficiencies required enhancement, including the need for timely feedback and optimization in hospice care instruction and death education, as well as insufficient attention and educational guidance regarding the individual differences and psychological conditions of medical personnel in the future. Full article

As digital transformation continues to redefine education, understanding how emerging technologies can enhance self-directed learning (SDL) becomes essential for learners, educators, instructional designers, and policymakers, as this approach supports personalized learning, strengthens student autonomy, and responds to the demands of more flexible and dynamic educational environments. This systematic review examines how artificial intelligence (AI) tools enhance SDL by offering personalized, adaptive, and real-time support for learners in online environments. Following the PRISMA 2020 methodology, a literature search was conducted to identify relevant studies published between 2020 and 2025. After applying inclusion, exclusion, and quality criteria, 77 studies were selected for in-depth analysis. The findings indicate that AI-powered tools such as intelligent tutoring systems, chatbots, conversational agents, and natural language processing applications promote learner autonomy, enable self-regulation, provide real-time feedback, and support individualized learning paths. However, several challenges persist, including overreliance on technology, cognitive overload, and diminished human interaction. These insights suggest that, while AI plays a transformative role in the evolution of education, its integration must be guided by thoughtful pedagogical design, ethical considerations, and a learner-centered approach to fully support the future of education through the internet. Full article

This commentary addresses a problem of practice related to student disengagement in technology-rich classrooms, where learners are digitally connected but socially and academically disconnected. Although not an empirical study, the commentary draws on instructional examples from secondary- and graduate-level teaching. The authors examine how digital literacy instruction can strengthen engagement, reading comprehension, and ethical participation in online environments. The article highlights strategies such as the workshop model, multimodal composition, digital content curation, and the use of mentor texts to support critical thinking and collaborative learning. These practices aim to develop students’ analytical skills, awareness of audience, and recognition of their own positionality in digital spaces. Across courses, the authors reflected on increased student engagement when digital tools were used not simply for task completion but to support inquiry, discourse, and authentic creation for real audiences. Full article

In the digital age, online teacher professional development (TPD) has become a key strategy for enhancing instructional quality and ensuring equitable access to continuous learning. This research compares and analyzes Chinese online teacher professional development (TPD) with the United States over a period of ten years, from 2014 to 2024. This study uses a mixed-methods approach based on policy documents, structured surveys, and interviews to investigate how governance regimes influence TPD outcomes for fair education. Both countries experienced a massive expansion of web-based TPD access and engagement, with participation rates over 75% and effectiveness scores over 4.3 by 2024. China focused on fast scaling by way of centralized mandates and investments in infrastructure, while the United States emphasized gradual expansion through decentralized, locally appropriate models. Most indicators had converged by the end of the period, even with these different approaches. Yet, qualitative evidence reveals persisting gaps in functional access and contextual appropriateness, especially in rural settings. Equality frameworks with attention to teacher agency, policy implementation, and digital usability must supplant weak access metrics. A hybrid paradigm presents itself as an attractive means toward building equitable and productive digital TPD environments through the symbiotic integration of China’s successful scalability and the United States’ professional autonomy. Full article

Background/Objectives: Health education plays a vital role in training health professionals and caregivers, supporting both prevention and the promotion of self-care. In this context, technology serves as a valuable ally by enabling continuous and flexible learning. Among the various domains of health education, nutrition stands out as a key element in the management of Amyotrophic Lateral Sclerosis (ALS), helping to prevent malnutrition and enhance patient well-being. Accordingly, this study aimed to evaluate the effectiveness of the teaching and learning processes within a learning pathway focused on food and nutrition in the context of ALS. Methods: This study adopted a longitudinal, quantitative design. The learning pathway, titled “Food and Nutrition in ALS,” consisted of four self-paced and self-instructional Massive Open Online Courses (MOOCs), offered through the Virtual Learning Environment of the Brazilian Health System (AVASUS). Participants included health professionals, caregivers, and patients from all five regions of Brazil. Participants had the autonomy to complete the courses in any order, with no prerequisites for enrollment. Results: Out of 14,263 participants enrolled nationwide, 182 were included in this study after signing the Informed Consent Form. Of these, 142 (78%) completed at least one course and participated in the educational intervention. A significant increase in knowledge was observed, with mean pre-test scores rising from 7.3 (SD = 1.8) to 9.6 (SD = 0.9) on the post-test across all courses (p < 0.001). Conclusions: The self-instructional, technology-mediated continuing education model proved effective in improving participants’ knowledge about nutrition in ALS. Future studies should explore knowledge retention, behavior change, and the impact of such interventions on clinical outcomes, especially in multidisciplinary care settings. Full article

Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as metacognitive readers of digital, academic texts in online asynchronous contexts. In the most recent iteration of this research, the authors designed asynchronous instruction on metacognitive reading using the gradual release of responsibility (GRR) framework. This paper provides rich descriptions of instructors’ instructional moves to scaffold and support students as metacognitive readers of digital, academic texts in asynchronous online classes. Future research should explore the efficacy of GRR as a pedagogical approach used online. Full article

This study investigates the effectiveness of contact and online biology teaching by assessing student performance and gathering perceptions from students, teachers, and parents. Conducted in autumn 2021 with 3035 students, 124 biology teachers, and 719 parents, this study combined post-instruction assessments of student performance in knowledge reproduction and conceptual understanding with questionnaires examining perceptions of contact and online biology teaching effectiveness across students, teachers, and parents. To investigate how various teaching-related factors influence perceived understanding of biological content, we applied a CHAID-based decision tree model to questionnaire responses from students, teachers, and parents. Results indicated that students value engaging, flexible instruction, sufficient time to complete tasks and support for independent thinking. Teachers emphasized their satisfaction with teaching and efforts to support student understanding. In contact lessons, students preferred problem-solving, teacher guidance, and a stimulating environment. In online learning, they preferred low-stress, interesting lessons with room for independent work. Parents emphasized satisfaction with their child’s learning and the importance of a focused, stimulating environment. This comparative analysis highlights the need for student-centered, research-based biology teaching in both formats, supported by teachers and delivered in a motivating environment. The results offer practical insights for improving biology instruction in different teaching modalities. Full article

As an example of pedagogical approaches that blend online and face-to-face instruction, the flipped classroom model has seen exponential growth in business schools. To explore its effectiveness, expectancy-value theory and cognitive load theory were employed to develop a framework linking students’ perceived usefulness of the online and in-person content to their pre-class preparation, class participation, perceived learning, and skills development. A preliminary test of this framework was conducted using a flipped Organizational Behavior course within a business diploma program at a publicly funded Canadian college. The perceived usefulness of the online component was positively associated with students’ pre-class preparation, which, in turn, was positively related to both their perceived learning and skills development. Implications for practice and directions for future research are discussed. Full article