Mobile work: Ergonomics in a rapidly changing work environment

The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Developments in work-related upper limb disorders (WRULD) amongst Dutch university students from 2004 to 2014

BACKGROUND

Former studies on work-related upper limb disorders (WRULD) within university education report substantial prevalence rates. In this study, developments in WRULD amongst students in the period 2004-2014 were investigated. Our findings can be a benchmark for future studies, in particular when there are major societal changes as in the case of the COVID-19 pandemic.

OBJECTIVE

Differences in time (academic year), how long students have been studying (year of studying), relations with computer time and societal changes were points of interest.

METHODS

2254 students (average age 20.0 years) responded to a questionnaire on WRULD. Students experiencing complaints were further questioned about the severity of complaints and associated body locations.

RESULTS

The average percentage of students experiencing complaints was 57%. The highest prevalence rates and severity scores were found in the first and last recorded academic years. The neck, shoulder, back and wrist were most often indicated. The prevalence of complaints raised from the 1st (49%) to the 4th (75%) year of studying. Two seriousness measures showed highest scores in the 5th/6th/7th year of studying. Relations were found between both the prevalence and seriousness of complaints with reported computer time.

CONCLUSIONS

After an initial decreasing trend from the academic year 2006/2007 to 2010/2011 there was an increase in WRULD amongst students from 2010/2011 to 2013/2014. Limiting financial and study time factors may have played a role. Structural attention for WRULD prevention and risk factors seems to be effective in reducing prevalence and severity of WRULD. This seems to be even more necessary due to recent COVID-related changes in the students' lives.

Identifying factors that influenced wellbeing and learning effectiveness during the sudden transition into eLearning due to the COVID-19 lockdown

BACKGROUND

The sanitary emergency due to COVID-19 virus obliged people to face up several changes in their everyday life becauseWorld Health Organisation (WHO) guidelines and countries' Health Systems imposed lockdown of activities and social distancing to flatten the infection curve. One of these rapid changes involved students and professors that had to turn the traditional "in presence" classes into online courses facing several problems for educational delivery.

OBJECTIVES

This work aimed to investigate the factors that affected both teaching/learning effectiveness and general human comfort and wellbeing after the sudden transition from classrooms to eLearning platforms due to COVID-19 in Italy.

METHODS

A workshop, involving students and experts of Human Factors and Ergonomics, has been performed to identify aspects/factors that could influence online learning. Then, from workshop output and literature studies, a survey composed of two questionnaires (one for students and one for teachers) has been developed and spread out among Italian universities students and professors.

RESULTS

700 people answered the questionnaires. Data have been analysed and discussed to define the most important changes due to the new eLearning approach. Absence of interactions with colleagues and the necessity to use several devices were some of the aspects coming out from questionnaires.

CONCLUSIONS

The study shows an overview of factors influencing both teaching/learning effectiveness and general human comfort and wellbeing. Results could be considered as a basis for future investigation and optimization about the dependencies and correlations among identified factors and the characteristics of the products/interaction/environment during eLearning courses.

The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Work Disabling Nerve Injury at Both Elbows Due to Laptop Use at Flexible Workplaces inside an Office: Case-Report of a Bilateral Ulnar Neuropathy

Background: This case report describes whether a female civil servant who developed bilateral ulnar neuropathy can be classified as having an occupational disease. Methods: The Dutch six-step protocol for the assessment and prevention of occupational diseases is used. Results: Based on the six-step protocol, we propose that pressure on the ulnar nerve in the elbow region precipitated the neuropathy for this employee while working prolonged periods in elbow flexion with a laptop. Conclusion: Despite the low incidence laptop use might be a risk factor for the occurrence of ulnar neuropathy due to prolonged pressure on the elbow. Employers and workers need to be educated about this disabling occupational injury due to laptop use and about protective work practices such as support for the upper arm and elbow. This seems especially relevant given the trend of more flexible workspaces inside and outside offices, and given the seemingly safe appearance of laptop use.

Comfort and discomfort during smartphone use on a bed

BACKGROUND:

The number of smartphone users is immense. People can do ever more with a smartphone. Smartphones are used everywhere, including in bed and on the sofa. The awkward postures taken in these situations affect comfort and discomfort. In designing a bed, it might be useful to know which position is comfortable for smartphone use on a bed.

OBJECTIVE:

The objective was to define the most comfortable trunk angle for smartphone use on a bed.

METHODS:

To study comfort and discomfort, 52 participants were asked to use the smartphone on a bed. The trunk angle of this bed was adjusted to 6 positions from flat to upright and for each angle the comfort and discomfort was recorded.

RESULTS:

The results showed that the participants prefer a trunk angle range around 120 and 142 degrees. At the best trunk angle 29% of the participants felt comfort in the legs, 25% in the upper back and 16% in the shoulders. However, in this position 36% also mentioned discomfort in the lower back and 24 % in the neck.

CONCLUSIONS:

For smartphone use a bed is preferable which enables a trunk angle of around 120–140 degrees. For the legs this is comfortable. However, for the neck and upper back the problem of discomfort still needs attention.