Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale

Effect of a Virtual Reality Contact-Based Educational Intervention on the Public Stigma of Depression: Randomized Controlled Pilot Study

Background

Public stigma against depression contributes to low employment rates among individuals with depression. Contact-based educational (CBE) interventions have been shown to reduce this public stigma.

Objective

We investigated the ability of our Virtual Reality Antistigma (VRAS) app developed for CBE interventions to reduce the stigma of depression.

Methods

Sixteen medical students were recruited and randomized 1:1 to the intervention group, who used the VRAS app (VRAS group), and the control group, who watched a video on depression. The depression stigma score was assessed using the Depression Stigma Scale (DSS) and Attitudinal Social Distance (ASD) questionnaire at pre- and postintervention. Feasibility was assessed in both groups and usability was assessed only in the VRAS group after the intervention. A qualitative study was performed on the acquisition of knowledge about stigma in both groups based on participants’ answers to open-ended questions and interviews after the intervention.

Results

The feasibility score was significantly higher in the VRAS group (mean 5.63, SD 0.74) than in the control group (mean 3.88, SD 1.73; P=.03). However, no significant differences were apparent between the VRAS and control groups for the DSS (VRAS: mean 35.13, SD 5.30; control: mean 35.38, SD 4.50; P=.92) or ASD (VRAS: mean 12.25, SD 3.33; control: mean 11.25, SD 1.91; P=.92). Stigma scores tended to decrease; however, the stigma-reducing effects of the VRAS app were not significant for the DSS (pre: mean 33.00, SD 4.44; post: mean 35.13, SD 5.30; P=.12) or ASD (pre: mean 13.25, SD 3.92; post: mean 12.25, SD 3.33; P=.12). Qualitative analysis suggested that the VRAS app facilitated perspective-taking and promoted empathy toward the patient.

Conclusions

The CBE intervention using virtual reality technology (VRAS app) was as effective as the video intervention. The results of the qualitative study suggested that the virtual reality intervention was able to promote perspective-taking and empathy toward patients.

Trial Registration

University Hospital Medical Information Network Clinical Trials Registry (UMIN-CTR) UMIN000043020; https://upload.umin.ac.jp/cgi-open-bin/ctr/ctr_view.cgi?recptno=R000049109

Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

The global online education sector has been rising rapidly, particularly during and after the events of 2020, and is becoming mainstream much sooner than expected. Despite this, research studies report higher levels of perceived isolation, difficulties with engagement, and higher attrition rates in online compared to equivalent on-campus programs. Reasons include restrictions to the type of institutional support accessible by online students, and the lack of comprehensiveness of orientation resources. This paper describes the collaborative efforts by a cross-faculty academic team, supported by a community of practice, to create a university-wide online orientation resource-the Monash Online Learning Hub (MOLH). The development of the MOLH involved multiple phases, including an analysis of current practice, resource design and content creation, formative evaluation by staff and students, and successful integration into the university's mainstream student orientation platform for widescale implementation. The methods adopted were varied, and involved generating both qualitative and quantitative data across multiple phases of development from online education experts at the University, that culminated in the gradual building and refinement of the MOLH. Final outcomes, implications and lessons learned are also discussed in this paper.

The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania

In this paper, we aim to identify the determinants of online effective learning in the emergency situation created by COVID19 pandemic. Further, we test which of the learning methods (traditional, online, and hybrid) is preferred by Romanian students in economics in this unusual context. Using a sample of 1415 students from five major Romanian faculties of economics and applying ordinal and bivariate logit regressions models, we found that psychological distress and increased concerns about COVID-19 pandemic have a negative effect on learning effectiveness. Also, our results revealed that the students who face problems related to unsatisfactory internet access, insufficient time due to other familial issues, who have inadequate working space at home and also the male ones are more likely to be less effective in their online learning process. Finally, the university infrastructure for online activities decreases the likelihood that students will perceive online studies as less effective.

The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty

OBJECTIVE

To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members.

METHODS

Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool.

RESULTS

Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool.

CONCLUSION

Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.