Effective Assignment Feedback through Timely and Personal Digital Audio Engagement

Many studies have discussed the importance of technology in delivering feedback to students’ assignments since its deployment provides convenience, timeliness, rich information, asynchronous discussion, and social presence. However, the effectiveness of audio feedback has received very scant investigation in the context of higher education in Indonesia. To fill such an empirical void, this exploratory sequential mixed method probes the students’ perceptions towards the use of audio feedback. Thirty-two undergraduate students from one of the public universities in Bengkulu, Indonesia, majoring in Early Childhood and Studies and taking English as a compulsory subject, participated in this study. Three data collection techniques were deployed to triangulate the data. A questionnaire was distributed to examine students’ perceptions of audio feedback, followed by a freeform writing and semi-structured interview to draw more pictures of the students’ experiences of this feedback mode. The results show that even though all participants in this study had never received this type of feedback, most participants had positive perceptions of using audio feedback. They mentioned they got thorough, detailed, and personal feedback, so they felt engaged in the learning processes. This finding is expected to enrich the knowledge of the effectiveness of audio feedback and to encourage eager teaching practitioners to use it in their teaching processes, as it could increase students’ engagement in the learning process.

The present study explored the relevance of internal signals for the dynamics of personal and nonpersonal feedback processing. To this end, pairs of participants performed concurrently a choice-response task and received external signals in four feedback contexts. In two contexts, feedback was informative about the personal performance (personal/private and personal/public); in the other two contexts, instructions suggested that feedback was informative about the other participant's performance (nonpersonal/other) or that it was random (nonpersonal/random). Since personal feedback was contingent on performance, the two contexts with personal feedback allowed a reference between internal and external signals. This reference significantly affected personal feedback processing. On the one hand, in the processing of personal feedback, the feedback-related negativities (FRNs) evoked by feedback associated with distinctively fast or slow responses were less negative than the FRN elicited by feedback related to responses made with average speed. On the other hand, feedback signals evoked FRNs with similar amplitudes in the two contexts with nonpersonal feedback. Furthermore, personal and nonpersonal feedback elicited ERPs with different strength. Starting with the P2 potential, personal feedback evoked a more positive electrophysiological response than nonpersonal feedback. Based on these results, we conclude that a link between internal and external signals, as for personal feedback, is a key factor influencing the dynamics of feedback processing.

Introductory programming is challenging for many students, requiring them to engage with a deep approach to learning concepts in order to succeed. These challenges compound for online students who do not have direct face-to-face interactions with teaching staff. With the growing demand for online education, we need to examine approaches that assist in building supportive learning environments for these students. A growing body of work from other education disciplines indicates that audio feedback provides an opportunity for developing stronger relationships with students. Further studies recommend an integrated implementation of audio recording into the virtual learning environment. To evaluate audio feedback for use in programming education, we developed an integrated, cross-browser audio feedback feature into the open-source Doubtfire learning management system. Doubtfire is used to support and scale a task-oriented teaching and learning system built upon the principles of constructive alignment and has been shown to help students engage with programming concepts in campus-only units. Our findings from experimental and observational activities indicate that programming tutors can use a blended approach of audio and text feedback via the learning management system to better support student learning. The blended approach provides more nuanced feedback, conveying personality and feelings of connectedness to students, while retaining the benefits of specificity for code-specific issues.

Ergonomics improvement in a harsh environment using an audio feedback system

INQAAHE is working to improve the portability of degrees and credits across national boundaries. By defining ‘good practices’ for quality assurance agencies, INQAAHE will promote mutual recognition among agencies in different countries and the acceptance of their accreditation decisions outside their own country. This will allow students and others to rely on the judgments of the local quality assurance agency where the institution granting the degree or credits is located. This paper outlines the nature and importance of the Guidelines of Good Practice (GGP), describes how they were created and modified, and explains recommendations for various uses of the GGP made by INQAAHE members during their last meeting. The paper identifies ways in which the GGP could be enhanced and argues for coordination of the INQAAHE guidelines with those produced by international, regional, national, and other agencies.

Introduction: In the last two to three decades, research findings have gradually been permeating the culture of nursing. Increasingly, nurses are expected to integrate evidencebased practices into specific nursing policy/protocols and patient care decisions (Polit and Beck, 2004; Rogers, 2004). In truth, research utilization is dependent on nurses' direct or indirect of evidence in the clinical setting (Estabrooks, 1999). To date, researchers have been able to conclude that the more positive a nurse's attitude the more likely the nurse will research findings (Ehrenfeld & Eckering, 1991; Camiah, 1997; Estabrooks, 1999; Olade, 20203,2004). The nursing literature reveals a dearth of studies examining nurses' actual ongoing use of research and the related factors/challenges affecting their continued of research findings in clinical practice. Purpose: Why do some nurses continue to research while others do not where organizational policy supports the ongoing of evidence-based practice? The purposes of this study are to validate whether nurses' are continuing to the RNAO's Falls Risk Prevention Best Practice Guidelines (BPG) policy/protocol in 2 units of a tertiary clinical care setting, to examine practicing nurse's attitudes, beliefs and perceptions related to their intention continue to the policy/protocol; to examine the importance of each variable (beliefs, subjective norms, perceived behavioural controls) related to their intention to continue to the policy/protocol; and to examine nurses' perceptions and experiences regarding the facilitators, barriers and organizational structures that impact their continued of research in their practice setting. Methods: This survey correlation design study used Ajzen's Theory of Planned Behaviour (Godin & Kok, 1996) as a theoretical framework to examine practicing nurse's attitudes, beliefs, perceptions related to their intention to continue to the Registered Nurse's of Ontario Association (RNAO)'s Falls Risk Prevention Best Practice Guideline (BPG) in their clinical practice. Findings: Sixty four percent of surveyed nurses (n=22/44) report using the Falls protocol (a direct type of research) always (18%) and/or often (46%) in their clinical practice. They also reported using the Falls Protocol on their previous shift an average of 2.6 patients per nurse. The main sources of falls research education where nurses first learnt about the RNAO's BPG were during their nursing practice (46%), a form of continuing education (27%), or in a conference/ seminar setting (18%). Composite mean scores related to surveyed nurses attitudes, social norm

As nurses seek to advance their education through online courses, considering best practices in feedback is especially important. Rich and rapid feedback has long been considered a best teaching practice, but how to provide this feedback in an online course environment is not always clear. This study was conducted to identify how experienced faculty provide feedback to online students. This descriptive exploratory study surveyed faculty about their approach to feedback with broad exploratory questions and a validation survey. The sample included faculty in four different states who benchmark online educational best practices. Content analysis was used to evaluate data, with 15 themes emerging. These themes were organized into three categories: using best available tools; having a system; and creating a feedback-rich environment. The findings support and extend the guidelines for best practices in online education, including a focus on multisource feedback opportunities during course design.

Effectiveness of a perinatal and pediatric End-of-Life Nursing Education Consortium (ELNEC) curricula integration

Angewandte Chemie International EditionVolume 47, Issue 10 p. 1810-1810 Book Review Peer Review and Manuscript Management in Scientific Journals. Guidelines for Good Practice. By Irene Hames. Hans-Dieter Daniel, Hans-Dieter Daniel Social Psychology and Research on Higher Education, ETH Zürich, SwitzerlandSearch for more papers by this author Hans-Dieter Daniel, Hans-Dieter Daniel Social Psychology and Research on Higher Education, ETH Zürich, SwitzerlandSearch for more papers by this author First published: 15 February 2008 https://doi.org/10.1002/anie.200785544Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume47, Issue10February 22, 2008Pages 1810-1810 RelatedInformation

This study mainly focuses on exploring EFL teachers’ beliefs and practices of written corrective feedback in responding to students' senior essay report writing at Aksum University, Ethiopia. Using a qualitative exploratory case study design, this study examines the teachers’ pedagogical beliefs, the strategies they use, the alignment between the teachers’ beliefs and practices and the challenges they experience in responding to students' written activities. Besides, the study is guided by a socio-cultural theoretical framework. Subsequently, findings reveal that EFL teachers recognize the value of written corrective feedback and believe that detailed and comprehensive feedback should be given constructively. However, practically, because of time limitations, large class size, and less engagement of students, they often focus on selective and indirect feedback strategies. In addition, the key challenges identified in this study include teachers’ uncertainty about the effective feedback provision strategies, lack of students’ engagement in the feedback process and inadequate feedback-based training. As a result, the study indicates that the external contextual constraints and those teacher–student related issues should be addressed so as to improve the practices of feedback provisions. Furthermore, findings of the study refine the existing theoretical debates about teachers' beliefs and their actual practices in the feedback process and the controversies in the written feedback literature. Finally, it is recommended that teachers should be given professional training, ensure students' active participation in the feedback process and policy-level intervention is needed to standardize written corrective feedback practices.

Recent research has shown that reliable recognition of sign language words and phrases using user-friendly and noninvasive armbands is feasible and desirable. This work provides an analysis and implementation of including fingerspelling recognition (FR) in such systems, which is a much harder problem due to lack of distinctive hand movements. A novel algorithm called DyFAV (Dynamic Feature Selection and Voting) is proposed for this purpose that exploits the fact that fingerspelling has a finite corpus (26 alphabets for the American Sign Language (ASL)). Detailed analysis of the algorithm used as well as comparisons with other traditional machine-learning algorithms is provided. The system uses an independent multiple-agent voting approach to identify letters with high accuracy. The independent voting of the agents ensures that the algorithm is highly parallelizable and thus recognition times can be kept low to suit real-time mobile applications. A thorough explanation and analysis is presented on results obtained on the ASL alphabet corpus for nine people with limited training. An average recognition accuracy of 95.36% is reported and compared with recognition results from other machine-learning techniques. This result is extended by including six additional validation users with data collected under similar settings as the previous dataset. Furthermore, a feature selection schema using a subset of the sensors is proposed and the results are evaluated. The mobile, noninvasive, and real-time nature of the technology is demonstrated by evaluating performance on various types of Android phones and remote server configurations. A brief discussion of the user interface is provided along with guidelines for best practices.

BackgroundDigital health refers to the field of knowledge and practice associated with the development and use of digital technologies to improve clinical practice and health outcomes. Knowledge of digital health technology is becoming essential for all nurses and health providers.ObjectiveThis study aims to present the results of the systematic reviews that were used to inform the recommendations in a best practice guideline (BPG) following the GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) approach. Reviews focused on digital health education for nurses and health providers, peer champion models, and the use of predictive analytics in digital health environments.MethodsThe BPG team, in collaboration with a panel of 17 experts, conducted 5 systematic reviews to address 5 recommendation questions. Systematic searches looked for relevant studies published in English from January 2017 to July 2022 from 10 databases. The GRADE approach was used to synthesize and evaluate the quality of evidence, ensuring the guideline aligned with international reporting standards.ResultsA total of 18 articles across 4 systematic reviews met the inclusion criteria. From these reviews, 4 corresponding recommendations were drafted for nurses and health providers. The strength of the recommendations was determined through discussion and consensus by the expert panel using the GRADE approach. Among all, 1 systematic review resulted in no recommendation due to insufficient evidence.ConclusionsThe BPG on digital health provides 4 evidence-based recommendations for nurses and health providers on how to incorporate digital health technologies into clinical practice. This BPG is intended to be used across all health care settings.

Spinal conditions, such as scoliosis and spinal tumors, are prevalent in neurofibromatosis type 1 (NF1). Despite the recognized importance of their early detection and treatment, there remain knowledge gaps in how to approach these manifestations. The purpose of this study was to utilize the experience of a multidisciplinary committee of experts to establish consensus-based best practice guidelines (BPGs) for spinal screening and surveillance, surgical intervention, and medical therapy in pediatric patients with NF1. Using the results of a prior systematic review, 10 key questions that required further assessment were first identified. A committee of 20 experts across medical specialties was then chosen based on their clinical experience with spinal deformity and tumors in NF1. These were 9 orthopaedic surgeons, 4 neuro-oncologists/oncologists, 3 neurosurgeons, 2 neurologists, 1 pulmonologist, and 1 clinical geneticist. An initial online survey on current practices and opinions was conducted, followed by 2 additional surveys via a formal consensus-based modified Delphi method. The final survey involved voting on agreement or disagreement with 35 recommendations. Items reaching consensus (≥70% agreement or disagreement) were included in the final BPGs. Consensus was reached for 30 total recommendations on the management of spinal deformity and tumors in NF1. These were 11 recommendations on screening and surveillance, 16 on surgical intervention, and 3 on medical therapy. Five recommendations did not achieve consensus and were excluded from the BPGs. We present a set of consensus-based BPGs comprised of 30 recommendations for spinal screening and surveillance, surgical intervention, and medical therapy in pediatric NF1.

Background. There is a need to standardize community health practices, while still adhering to principles of community involvement, to ensure social acceptability and equitable access to health services. A set of Best practice guidelines (BPGs) were thus developed through a community-academic partnership (CAP) between the Integrative Medicine for Alternative Healthcare Systems Philippines, Inc. and its affiliated community-managed health programs (CMHPs), the University of the Philippines, and Bicol University.
 Objective. This study aimed to report the process and insights gained from the crafting of the BPGs.
 Methods. The BPGs were developed using a community-based participatory research approach and focused on top ten (10) diseases based on local prevalence and experiences of its CMHPs.
 Results. BPGs were developed for eight (8) communicable diseases (common cold/cough, influenza, measles, pulmonary tuberculosis, acute gastroenteritis, amebiasis, scabies, and intestinal parasitism); and two (2) noncommunicable diseases (diabetes and hypertension), which also provided information on signs and symptoms, initial referral criteria, management, and, where appropriate, specific use of medicinal plants, acupressure, and traditional massage. Emerging issues from this project include how community involvement led to the development of BPGs, the need to update its content, its potential application as a model for costing public health interventions, its anticipated benefits to health workers, the state of local health service delivery, and how the project epitomizes the ideal concept of community-academic partnerships.
 Conclusion. As a CAP project, this process holds promise as a catalyst for stakeholder engagement and health service delivery improvement. Further studies are necessary to map out other potential challenges and success factors, especially the socio-cultural, political, and health impact of CAPs.

In the industrial application of Computational Fluid Dynamics (CFD), the quality of simulations and the level of reliability of the results have emerged as major issues of concern. This paper describes a recent initiative of ERCOFTAC (European Research Community on Flow Turbulence and Combustion), involving European code developers, code vendors, academics and industrial users, to set up a practical set of standard guidelines to improve the quality of CFD simulations and to help in the assessment of the trustworthiness of the CFD results. The initiative led to the publication of the first edition of the ERCOFTAC Best Practice Guidelines (BPG) in January 2000. The BPG provide generic advice on how to perform quality CFD calculations. Some examples of typical guidelines from the BPG are provided in this paper.