Four-Year-Old's Online Versus Face-to-Face Word Learning via eBooks.
Ontology highlight
ABSTRACT:
SUBMITTER: Escudero P
PROVIDER: S-EPMC7994518 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Cognitive-behavioral therapy (CBT) is currently the "gold standard" for treatment of bulimia nervosa (BN), and is effective for approximately 40-60% of individuals receiving treatment; however, the majority of individuals in need of care do not have access to CBT. New strategies for service delivery of CBT and for maximizing maintenance of treatment benefits are critical for improving our ability to treat BN. This clinical trial is comparing an Internet-based version of CBT (CBT4BN) in which group intervention is conducted via therapeutic chat group with traditional group CBT (CBTF2F) for BN conducted via face-to-face therapy group. The purpose of the trial is to determine whether manualized CBT delivered via the Internet is not inferior to the gold standard of manualized group CBT. In this two-site randomized controlled trial, powered for non-inferiority analyses, 180 individuals with BN are being randomized to either CBT4BN or CBTF2F. We hypothesize that CBT4BN will not be inferior to CBTF2F and that participants will value the convenience of an online intervention. If not inferior, CBT4BN may be a cost-effective approach to service delivery for individuals requiring treatment for BN.
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Project description:PurposeIn this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps.MethodSixty-one adults were randomly assigned to learn low- or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression.ResultsSteep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words.ConclusionHigh phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.
| S-EPMC4150857 | biostudies-literature
Project description:OBJECTIVES:To investigate the levels of agreement between self-reported responses to the Adult Pre-exercise Screening System (APSS) questionnaire using online versus face-to-face (F2F) modalities. DESIGN:Convenience sample of adults completing a pre-exercise screening questionnaire using different modalities. METHODS:Adult volunteers (n = 94) were recruited to complete the APSS using both online and F2F modalities. Participants were provided a URL link to an online APSS questionnaire then followed-up the next day in a F2F interview. Objective health risk factors were also measured. Comparisons between responses were undertaken using kappa and correlation statistics to determine levels of agreement. RESULTS:The levels of agreement between online versus F2F responses for the seven compulsory Stage 1 questions (known diseases and signs and/or symptoms of disease) were >94% (kappa = 0.644-0.794). Response comparisons for Stage 2 questions on health risk factors were also generally high (>82% agreement) but there were larger differences between reported and measured risk factors in Stage 3. CONCLUSIONS:Levels of agreement between the Stage 1 responses were substantial and support the use of this online option for pre-exercise screening. There were larger differences between self-reported and objectively measured health risk factors in Stages 2 and 3.
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Project description:BackgroundMajor disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format.MethodsAt the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts.ResultsFrom a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively).ConclusionIn this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students' learning processes.
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Project description:Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative in which referent selection is an online process and independent of long-term learning. We illustrate this theoretical approach with a dynamic associative model in which referent selection emerges from real-time competition between referents and learning is associative (Hebbian). This model accounts for a range of findings including the differences in expressive and receptive vocabulary, cross-situational learning under high degrees of ambiguity, accelerating (vocabulary explosion) and decelerating (power law) learning, fast mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between speed of processing and learning. Together it suggests that (a) association learning buttressed by dynamic competition can account for much of the literature; (b) familiar word recognition is subserved by the same processes that identify the referents of novel words (fast mapping); (c) online competition may allow the children to leverage information available in the task to augment performance despite slow learning; (d) in complex systems, associative learning is highly multifaceted; and (e) learning and referent selection, though logically distinct, can be subtly related. It suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes and points to the need for considering such interactions as a primary determinant of development.
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Project description:OBJECTIVE:To obtain evidence whether the online pulmonary rehabilitation(PR) programme 'my-PR' is non-inferior to a conventional face-to-face PR in improving physical performance and symptom scores in patients with COPD. DESIGN:A two-arm parallel single-blind, randomised controlled trial. SETTING:The online arm carried out pulmonary rehabilitation in their own homes and the face to face arm in a local rehabilitation facility. PARTICIPANTS:90 patients with a diagnosis of chronic obstructive pulmonary disease (COPD), modified Medical Research Council score of 2 or greater referred for pulmonary rehabilitation (PR), randomised in a 2:1 ratio to online (n=64) or face-to-face PR (n=26). Participants unable to use an internet-enabled device at home were excluded. MAIN OUTCOME MEASURES:Coprimary outcomes were 6?min walk distance test and the COPD assessment test (CAT) score at completion of the programme. INTERVENTIONS:A 6-week PR programme organised either as group sessions in a local rehabilitation facility, or online PR via log in and access to 'myPR'. RESULTS:The adjusted mean difference for the 6 min walk test (6MWT) between groups for the intention-to-treat (ITT) population was 23.8 m with the lower 95%?CI well above the non-inferiority threshold of -40.5 m at -4.5 m with an upper 95%?CI of +52.2 m. This result was consistent in the per-protocol (PP) population with a mean adjusted difference of 15 m (-13.7 to 43.8). The CAT score difference in the ITT was -1.0 in favour of the online intervention with the upper 95%?CI well below the non-inferiority threshold of 1.8 at 0.86 and the lower 95%?CI of -2.9. The PP analysis was consistent with the ITT. CONCLUSION:PR is an evidenced-based and guideline-mandated intervention for patients with COPD with functional limitation. A 6-week programme of online-supported PR was non-inferior to a conventional model delivered in face-to-face sessions in terms of effects on 6MWT distance, and symptom scores and was safe and well tolerated.
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Project description:During the last three decades, thousands of highly qualified social workers who graduated from Romanian universities were employed in the public systems of social work of the European Union. Social group work is studied as a compulsory discipline for undergraduate students. The major focus of our study was the effectiveness of the learning of Social Work Methods with Groups (SWMG) of students, using workshops in a full-time undergraduate program from Romania. We were interested in finding out the perceptions of students about their learning processes and outcomes in the context of teaching the same discipline exclusively in the online medium, due to the pandemic, and in the face-to-face environment via traditional classroom instruction. This study had a mainly quantitative design, covering two academic years between 2018 and 2020 for the two cohorts of social work students. The core analysis was focused on the activities of students at the SWMG laboratories: 50 students in 2020 and 92 students in 2019. Descriptive, inferential statistics and thematic content analysis were applied to two types of deliverables of students: the self-assessment sheet and the group plan. The results of our study showed that training of cognitive and self-awareness skills prevailed among the students who learned online in 2020, while the acquisition of interpersonal skills was reported at a significantly higher level by students who learned in the face-to-face medium in 2019. The students in the traditional classrooms favoured the training of other professional skills, too, like problem-solving skills. However, students who studied exclusively online attributed a significantly greater overall usefulness of SWMG workshops for professional practise than their peers who participated in the face-to-face laboratories. A remarkable result was that more therapeutic and support groups were preferred in the online environment, maybe related to the concerns generated by the pandemic. Remote education forced most students to return to their original places of residence, mostly in the countryside and brought negative psychological effects caused by social isolation due to the pandemic. Remote learning is not the most desirable educational option. Students gain most from blended teaching-learning vehicles: face-to-face and online medium.
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Project description:Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students' academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and face-to-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen's ds = 0.17-0.28) have implications for community college students' success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.
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Project description:This study investigated whether the success of students in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) assessment course was comparable regardless of their chosen mode of attendance (face-to-face, synchronously online, asynchronously online) in this “Triple Hybrid” (or “TriHy”) class. In an interactive, convergent, mixed-methods design, a pragmatic, participant-focused framework guided the study. Data collection extended to pre-, while-, and post-surveys of the participants; tracking of mode of communication with the instructor; as well as proxies for students’ success in the course, including the rate of course completion, weekly class attendance, completion of weekly assignments, grades on low-stakes individual assignments, grades on a high-stakes individual assignment, and a final course grade. The findings of the quantitative and qualitative analyses revealed that overall there was no statistically significant difference in the learning outcomes among the modalities even though one of the groups’ pre-test scores did differ from the others’ significantly. Although the students’ success in the course did not differ, their perception of the factors that contributed to their success did. The findings suggest that with considerable institutional support, substantial investment of time and commitment from the instructor, and meaningful choices from the students, the quality of instruction even in a language-teacher-preparation course focused on skill building does not need to be compromised. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-022-00434-4.
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