Virtual Classroom Training Program Provides on-Demand Access and Flexibility for Tissue Authorization Professionals

The purpose of this study was to investigate the effectiveness of the virtual walking training program using a real-world video recording on walking balance and spatiotemporal gait parameters in patients with chronic stroke. Fourteen patients with chronic stroke were randomly assigned to either the experimental group (n = 7) or the control group (n = 7). The subjects in both groups underwent a standard rehabilitation program; in addition, the experimental group participated in the virtual walking training program using a real-world video recording for 30 mins a day, three times a week, for 6 wks, and the control group participated in treadmill gait training for 30 mins a day, three times a week, for 6 wks. Walking balance was measured using the Berg Balance Scale (BBS) and the Timed Up and Go test. Gait performance was measured using an electrical walkway system. In walking balance, greater improvement on the Berg Balance Scale (experimental group: 4.14 vs. control group: 1.85) and the Timed Up and Go test (-2.25 vs. -0.94) was observed in the experimental group compared with the control group (P <; 0.05). In the spatiotemporal gait parameters, greater improvement on velocity (25.40 vs. 9.74) and cadence (26.71 vs. 11.11) was observed in the experimental group compared with the control group (P <; 0.05). This study demonstrated the positive effects of the virtual walking training program using a real-world video recording on gait performance. These findings suggest that the virtual walking training program using a real-world video recording may be a valid approach to enhance gait performance in patients with chronic stroke.

BackgroundBehavioral and psychological symptoms of dementia (BPSD) are associated with increased stress, burden, and depression among family caregivers of people with dementia. STAR-Caregivers Virtual Training and Follow-up (STAR-VTF) is adapted from an evidence-based, in-person program that trains family caregivers to manage BPSD. We used a human-centered design approach to obtain feedback from family caregivers about STAR-VTF. The program will be evaluated using a pragmatic randomized trial.ObjectiveThe objective of the study was to understand the needs of family caregivers for improving BPSD management and the extent to which caregivers perceived that STAR-VTF could address those needs.MethodsBetween July and September 2019, we conducted 15 semistructured interviews with family caregivers of people with dementia who receive care at Kaiser Permanente Washington in the Seattle metropolitan area. We identified participants from electronic health records, primarily based on a prescription for antipsychotic medication for the person with dementia (a proxy for caregivers dealing with BPSD). We showed caregivers low-fidelity prototypes of STAR-VTF online self-directed materials and verbally described potential design elements. We obtained caregiver feedback on these elements, focusing on their needs and preferences and perceived barriers to using STAR-VTF. We used a hybrid approach of inductive and deductive coding and aggregated codes to develop themes.ResultsThe idea of a virtual training program for learning to manage BPSD appealed to caregivers. They said health care providers did not provide adequate education in the early disease stages about the personality and behavior symptoms that can affect people with dementia. Caregivers found it unexpected and frustrating when the person with dementia began experiencing BPSD, symptoms they felt unprepared to manage. Accordingly, caregivers expressed a strong desire for the health care organization to offer programs such as STAR-VTF much sooner. Caregivers had already put considerable effort into problem solving challenging behaviors. They anticipated deriving less value from STAR-VTF at that point. Nonetheless, many were interested in the virtual aspect of the training due to the convenience of receiving help from home and the perception that help from a virtual program would be timelier than traditional service modalities (eg, face to face). Given caregivers’ limited time, they suggested dividing the STAR-VTF content into chunks to review as time permitted. Caregivers were interested in having a STAR-VTF provider for additional support in managing challenging behaviors. Caregivers reported a preference for having the same coach for the program duration.ConclusionsCaregivers we interviewed would likely accept a virtual training program such as STAR-VTF to obtain information about BPSD and receive help managing it. Family caregivers anticipated deriving more value if STAR-VTF was offered earlier in the disease course.

Hands-On Training in a Digital World: A Novel Simulation-Based Virtual Training Program for Placement and Removal of the Subdermal Contraceptive Implant

Virtual Training on IGRT: A Unique Initiative of a Private Cancer Center from a Developing Country with Regional Academic Collaboration during COVID-19 Pandemic

This research study examined the role of the Robust Learning Model in achieving student-learning outcomes, regardless of the mode of delivery, e.g., online and on-campus courses. Results from this archival data analysis show that students in undergraduate level courses provided similar and high responses for items that measured learning outcomes whether they learned in the traditional classroom setting or online courses. The researchers discuss the results of the study along with the unique pedagogy and proprietary technological system that are the primary drivers in achieving the high ratings on student learning outcomes reported by online and on-ground students.

This study evaluated online and traditional learning for effectiveness and student satisfaction. 500 university students evaluated both learning methods. Data was quantified. Age, gender, and major were collected for diversity. Two questionnaires assessed student satisfaction and performance with online learning platforms and traditional classrooms. Likert-scale items rated satisfaction and efficacy. Online and traditional classrooms had interesting variances in student enjoyment and efficacy. Students liked online learning. Most students said online and traditional classrooms were beneficial. Online learning platforms were better at facilitating self-paced learning, tailored instruction, and a wide selection of learning materials. The findings can help educators and policymakers create and implement online learning platforms. The study also emphasizes the importance of student preferences and needs when constructing instructional tactics and the potential benefits of blended learning approaches that combine both learning modalities.

In the 2000 school year the Louisiana Department of Education commissioned a Distance Learning Task Force Committee to establish State Standards for Distance Education. These Standards supported the core beliefs set forth by the state's educational technology goal: "All educators and learners will have access to technologies that are effective in improving student achievement" (State Standards, p. 1). Emerging technologies, such as web-based instruction, were implemented to support these standards. These new technologies prompted the Louisiana Center for Educational Technology to establish the Louisiana Virtual Classroom. This project was a program that included a consortium of high school teachers for developing and teaching Web-based courses. This study was conducted to provide insight into fundamental pedagogical transitions for those teachers interested in teaching in a virtual environment, as well as providing online courses. The study participants were a group of five from the eleven teachers initially chosen to this project. The following questions were investigated: (a) What type of professional development training did educators need in order to teach a web-based course? What skills were needed by the instructor to be fully prepared to teach Internet-based courses? (b) What teaching strategies required implementation in this virtual environment? What was the role of the educator in this new teaching atmosphere? (c) What modifications were required in teaching methods to provide the online learner with the same learning opportunities as offered in the traditional classroom setting? What obstacles were confronted as a result of these changes? (d) How was student progress assessed to assure that students comprehended the material taught? The data collected and analyzed in this study provided a basic orientation to those future educators interested in offering web-based courses. The information built a basis on which educators developed an understanding of what was required to teach an online course.

Pedestrian injuries are among the most frequent and serious causes of injury to children. Exploration of an appropriate and effective training program is needed. Many children’s pedestrian training programs have been implemented in the past in attempts to alleviate this problem, but they have been unsuccessful in transferring the knowledge the children learned to actual behaviours exhibited. Literature suggests developing a program where children can not only learn about safe pedestrian behaviours, but be given the opportunity to discuss possible actions and outcomes with their peers under guidance of an adult. To help children in the generalization of knowledge to behaviour, training programs should also give children the chance to practice newly learned skills in a simulated environment using computer-based technology. Virtual environment training programs have been successful in the past, especially computer games, which are both educational and entertaining and thus appealing to children. According to literature, development of a virtual environment pedestrian training program appropriate for the child’s current cognitive abilities will allow them to practice safe pedestrian practices. The skills learned from such a program can directly transfer to behaviours in real-life situations, and would contribute to decreasing the prevalence of childhood pedestrian injuries.

On track with Online Education

AIM This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. BACKGROUND Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. METHOD The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. RESULTS Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. CONCLUSIONS The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

There seems to be a common sentiment that online courses open up the door for students to become more mischievous and dishonest than they ever would dare in a more traditional classroom setting, but why is that the case?

Conducting a physical inventory of McIntyre Organics: Bringing real-life experiences to the classroom

Virtual learning environments (VLEs) offer significant value for students with disabilities by providing numerous flexible and accessible learning opportunities. One of the significant benefits is the ability and capability to customise learning experiences to meet individual needs. As a classic example, VLEs can include assistive technologies and devices, such as screen readers, speech-to-text software and customisable interfaces that cater to different disabilities. This adaptability ensures that students with disabilities can actively engage with educational content in myriad ways that are most effective and efficient for them, promoting inclusivity and equal access to education encounters. Another distinct feature of VLEs is their capacity to support self-paced learning, keeping up with a traditional classroom setting. The asynchronous nature and character of many online courses means that students can access materials and complete tasks at times convenient for them, further accommodating their unique needs and schedules. In addition, VLEs foster a collaborative and supportive learning environment. VLE features including and not limited to discussion forums, group projects and virtual office hours enable students with disabilities to actively interact with peers and instructors in a more controlled and less intimidating setting. This can help reduce social anxiety and build confidence. Furthermore, having access to recorded lectures and discussions provides additional support, allowing students to review and reinforce their acquired knowledge and understanding of the material as needed. Overall, VLEs not only enhance accessibility but also create a more inclusive and supportive educational experience for students with disabilities.

This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this chapter, is that new technologies and the online environment offer opportunities for enhancing motivation, volition, and performance (MVP) as described by John M. Keller in Chapter 1 of this issue.

Online&nbsp; learning&nbsp; environments&nbsp; are&nbsp; gaining&nbsp; popularity&nbsp; as&nbsp; an&nbsp; alternative&nbsp; to&nbsp; traditional learning environments during times of global pandemic. The traditional classroom setting has given way&nbsp; to&nbsp; online learning&nbsp; in recent educational developments.&nbsp; To&nbsp; employ it&nbsp; as a classifier in online education, the goal of this work is to construct a real-time face emotion detection system&nbsp; that&nbsp; recognizes and categorizes&nbsp; emotions of a&nbsp; human. It uses&nbsp; machine learning to identify, forecast, and analyse a learner's facial expressions, and it further maps those expressions to a learning affect that categorizes the emotions of those who are seen on camera. Academic feelings can have a significant impact on learning outcomes. Students typically&nbsp; show&nbsp; their&nbsp; emotions&nbsp; through their&nbsp; facial&nbsp; expressions,&nbsp; voice,&nbsp; and&nbsp; behavior.&nbsp; A spontaneous facial expression database is created in light of the inference algorithm's lack of training samples. It consists of two subsets: a video clip database and a picture database, and it includes the typical emotional facial expressions. The database contains 1,274 video clips and 30,184 photos from 82 pupils. The parameters for student facial detection can be used to gauge each learner's rate of concentration. The performances of the SVM and RF classifier in facial expression for the image are presented. The results of testing this with the RF algorithm and a 90.14% accuracy rate produced extremely good results.&nbsp;