The advantage of distributed practice in a blended learning setting

A case study of College English teachers' emotional experiences in the blended teaching context

The current research on language teacher education has witnessed a surge in studies focusing on teacher emotions due to their recognized importance in teaching. However, limited efforts have been found to investigate the emotions of Chinese College English teachers in the blended teaching context. This qualitative case study aims to uncover the emotional experiences of four Chinese College English teachers and explore the causes of their emotions in the blended teaching context. Data for the study was primarily gathered through interviews and case documents. The findings indicate that teachers in Eastern China experienced more positive emotions than negative emotions in the blended teaching context, while teachers in Western China exhibited the reverse pattern. These emotions were caused by their continuous appraisal of the interaction between their personal goals and various ecological systems. The research findings underscore the crucial role of teacher emotion in blended teaching and provide implications for enhancing blended teaching practices.

Blended Learning for the "Multi-Track" Undergraduate Students in Ghana in an Adverse Era

The sudden emergence of the COVID-19 pandemic led to a paradigm shift in the status quo of education. Institutions globally migrated from traditional face-to-face (F2F) learning to online learning to achieve the objectives of Sustainable Development Goal Four (SDG 4). However, Ghana and its peer countries experienced unique challenges which hinder smooth online instruction delivery. Since 2017, Ghana has subscribed to a multi-track year-round education (MT-YRE) for its students at the Senior High School level because of limited physical capacity. In the wake of COVID-19 with its social distancing norms, the failure of online learning compelled some universities in Ghana to adopt the multi-track system temporarily for its undergraduates. In this phenomenological qualitative study, a snowball sampling technique was used to solicit interview data from undergraduate students (n = 20) in some selected universities on their perceptions of the MT-YRE and future education delivery. Thematic analysis suggests that blended learning is a way to mitigate the "challenge-ridden" online learning and as a solution to the MT-YRE. In the MT-YRE, learners experienced academic anxiety and complained about its intensive nature although there was a positive teacher-student relationship and peer-to-peer relations. They perceived their online experience in 2020 as ineffective and called for a blended modality of instruction for better social interactions. The rapid use of mobile technologies and social media was considered an enabler of blended learning. It is recommended that policymakers, school authorities, and educators implement a blended learning model tailored to the needs of learners post-pandemic.

Quality of Distance Learning After One and a Half Year From Its Integration Due to the COVID-19 Pandemic: A Cross-Sectional Study at the University of Jordan

Background The coronavirus disease 2019 (COVID-19) pandemic mandated the change from face-to-face learning to distance learning. As a result, the quality of distance learning worldwide is questionable. Objectives and aims The aim of this study is to investigate the quality of distance learning among university students at the University of Jordan, as well as its determinants and obstacles. Methods A questionnaire-based cross-sectional study was conducted among undergraduate students at the University of Jordan from May 29 to July 11, 2021. Using a quantitative approach, students' attitudes toward and perceptions of online and distance education were analyzed. The Distance Education Learning Environments Survey (DELES) tool was used to evaluate the quality of distance learning during COVID-19 pandemic. IBM SPSS Version 25 was used for data analysis. Results The total number of participants was 486, and the mean total DELES score was 61.6 ± 24.6. The lowest mean of DELES score components was for the active learning component (6.9 ± 2.9). Moreover, 65.9% of the students were very dissatisfied or dissatisfied with the quality of distance learning. The quality of distance learning derived by the total DELES score was determined by several general demographics, and students' perceptions and attitudes. Conclusions The present study showed a low quality of distance learning and high levels of dissatisfaction among students at the University of Jordan. Thus, improvement of distance learning quality by filling its infrastructural defects and the implementation of its adjunct tools are required. In addition, we recommend collaboration with regional and international educational institutions to improve the quality of distance learning.

Unpacking the Emotional Experiences of Learners in a Blended Learning Context

Understanding the relationship between emotion and learning behavior is conducive to learners’ well-being and effective learning. However, previous studies only regarded emotion as an additional variable, and there lacked specific research on academic emotion in the blended learning (BL) context. BL is characterized by systematic integration of online and face-to-face (F2F) learning, hence leading to special emotional experiences. What is the emotional experience of learners in online learning? What is it like face-to-face? Does the connection between the two have an impact on learners’ emotional experience? In order to address these questions and explore the emotional profiles of learners in BL context, this study constructs a typical BL context in a Chinese university, and conducts questionnaire and focus group interviews with 89 participants at the end of the semester. Data analysis showed that learners’ emotions of face-to-face classes are more intense than those of online learning, both positive and negative. As to positive emotions, paired-sample t-test shows that mean values of feeling of challenge, comfort, sense of community, satisfaction, enthusiasm and interest in F2F are significantly higher than those of online learning. About negative emotions, stress, embarrassment, tension and frustration of F2F are significantly stronger than those of online learning, while boredom and disappointment of online learning are more intense than those for F2F section. Theme analysis identified 11 influencing factors of academic emotions, among which degree of difficulty, readiness before class, workload, and interaction are unique to BL and deserve special attention. These findings help form a picture of learners’ academic emotions in BL context. It also provides practical reference for BL course design, so as to inspire emotions which are conducive to effective and in-depth learning.

Efficacy of App-Based Cognitive Behavioral Therapy for Body Dysmorphic Disorder with Coach Support: Initial Randomized Controlled Clinical Trial

INTRODUCTION

Body dysmorphic disorder (BDD) is severe, chronic, and undertreated. Apps could substantially improve treatment access.

OBJECTIVE

We provide an initial test of the usability and efficacy of coach-supported app-based cognitive behavioral therapy (CBT) for BDD. The Perspectives app covers core treatment components: psychoeducation, cognitive restructuring, exposure with response prevention, mindfulness, attention retraining, and relapse prevention.

METHODS

A randomized waitlist-controlled trial was conducted. Adults (N = 80) with primary BDD were assigned to 12 weeks of Perspectives or waitlist. Coaches promoted engagement and answered questions via in-app messaging and phone calls. BDD severity was measured at baseline, mid-treatment, and end of treatment by blinded independent evaluators (Yale-Brown Obsessive Compulsive Scale Modified for BDD; BDD-YBOCS). Secondary outcomes included BDD-related insight, depression, quality of life, and functioning.

RESULTS

App uptake and satisfaction were high. In intent-to-treat analyses, Perspectives app-based CBT was associated with significantly lower BDD-YBOCS severity at end of treatment (M [SD]: 16.8 [7.5]) compared to the waitlist (26.7 [6.2]; p < 0.001, d = 1.44). App-based CBT was associated with greater improvements across all secondary measures, with medium to large effects.

CONCLUSIONS

Perspectives, supported by a bachelor's-level coach, is an efficacious, scalable treatment for adults with BDD.

Portal Perfusion Through the Splenic Vein During Liver Procurement

OBJECTIVES

Livers procured via donation after cardiac death have produced good outcomes. Some centers use only aortic perfusion; others add portal perfusion.

MATERIALS AND METHODS

We report a series of organ procurements in which portal perfusion was performed via cannulation of the splenic vein instead of the inferior mesenteric vein in 4 donors after cardiac death and 2 donors after brain death.

RESULTS

After declaration of death, donors were brought to the operating room and prepared and draped. During procurement, first the aorta was cannulated, and then the atrium or inferior vena cava was opened and perfusion was started.The spleen was mobilized, the splenic vein was dissected out and cannulated, and portal perfusion was performed with 2 L of University of Wisconsin solution. Five liver allografts were transplanted: 3 at our center, and 2 at outside centers. One liver from a donor after cardiac death was declined because of a high fat content. All 5 transplanted grafts showed good initial function; there was no sign of primary nonfunction, and no vascular or biliary complications developed.

CONCLUSIONS

For livers from donors after cardiac death, cannulation of the splenic vein was easier than access via the inferior mesenteric vein. For donors after brain death, we also found this technique was suitable for livers with intra-abdominal adhesions or a small inferior mesenteric vein. Graft outcomes in this series were excellent.

Communication Apprehension and Psychological Well-Being of Students in Online Learning

The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.

Aspects of Distance Education in Combination with Home Offices

This article discusses the impact of a lockdown caused by the novel coronavirus disease 2019 on the educational process at a selected faculty of a public university in the Czech Republic focused on economic education. The aim was to capture relevant aspects in the context of impacts on the management of the educational process in the organization. The unique situation brought the possibility of analyzing the flexibility of the organization, its ability to adapt. A questionnaire survey was conducted among academics. We found out how they coped with this situation, their technical equipment, support from the faculty, and whether they encountered any problems. The goal of the article was not to bring an exact evaluation of selected questions, but to show the state of the actual situation, to point out possible problems of users, and to link these things with the approach to the management of the organization. Based on the analysis, we bring suggestions and recommendations for improving the process of transition to online learning as well as distance education management and recommendation to support teaching, regardless of the teacher’s workplace. The basic areas and activities that need to be managed were also identified.