Comportamientos fraudulentos entre el alumnado de grado en ?poca de COVID-19

The pandemic has led to the establishment of an emergency remote teaching and evaluation. The new context has favored fraudulent behavior in university students. Studying this phenomenon and determining the most frequent behaviors is the objective of the paper. In August 2020, a questionnaire on fraudulent behavior in evaluation (assignments and exams) was sent to undergraduate students at the Faculty of Economics and Business of the University of Zaragoza. Descriptive analyzes and tests to determine the existence of significant differences are applied to the 330 valid cases. Our main result stands out that there are few fraudulent behaviors observed on a regular basis, but they are observed with great frequency. Not collaborating equitably in teamwork, copying the work of another student and doing poor work are the most common behaviors in terms of preparing work that is being evaluated. And with respect to those observed during the exams, they are still the classic fraudulent behaviors: using illegal material (in its two variants, paper and more technological), asking the answer and being copied on the exam. It stands out that the characteristic with which the most differences are observed is sex. Discussion: These unethical behaviors are still established in our educational environment and ICTs, far from limiting them, favor them. Given that university institutions are not only responsible for training professionals with high knowledge and skills, but also responsible professionals with moral and ethical integrity, it is essential to consider possible measures to limit these behaviors.

Measuring the up-to-date quality of online food delivery: Formative index construction

Purpose: This study aims to fill this paucity of knowledge by exploring and formulating a formative index to measure the up-to-date quality of online food delivery (DEQUAL). The quality measurements for online food delivery have not been well recognized and even little is known after the COVID-19 outbreak. This study fills this paucity of knowledge by exploring and formulating a formative index to measure the up-to-date quality of online food delivery (DEQUAL). Design/methodology/approach: Owing to the explorative nature and the lack of developed quality theory under the unprecedented COVID-19 pandemic, DEQUAL is conceptualized as a formative construct. This study adopts a mixed-method approach including expert interviews and online surveys to ascertain the underlying structure of DEQUAL. Findings: Using partial least squares structural equation modeling as the analytical method, the results support that DEQUAL is a formative construct with 32 indicators. This study provides a measurement index with robust psychometric properties to assist practitioners in evaluating DEQUAL. Research limitations/implications: This study contributes a theoretical and empirical-based conceptualization of DEQUAL as a multi-dimensional construct. Supplementing the past studies which commonly applied the reflective approach, this study evinces that the formative approach is also appropriate and thence furnishes the relevance of the formative index in the service management theories. Practical implications: Practitioners are suggested to apply the validated indicators for service audit and customer relationship management. By systematically monitoring and measuring the online food delivery service quality, restaurants can improve customer satisfaction and loyalty. Originality/value: This study offers various insights to the service quality literature in the food delivery service context. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Validating Social Service Robot Interaction Trust (SSRIT) Scale in Measuring Consumers' Trust Toward Interaction With Artificially Intelligent (AI) Social Robots With a Chinese Sample of Adults

Research on consumers' trust toward interaction with Artificially Intelligent (AI) social robots in service delivery has gained much more interest due to the outbreak of COVID-19 pandemic. However, this topic has not been widely invesgiated in China. To provide a psychometrically sound instrument in diverse cultural contexts, this study was to validate a scale of Social Service Robot Interaction Trust (SSRIT) that measures consumers' trust toward interaction with AI social robots in service delivery in a Chinese sample of adults. The results showed that the Chinese version of the SSRIT was validated with reliability and validity, suggesting that the Chinese version of the SSRIT could be used as an effective tool to assess trust in AI social robots in service delivery within the Chinese context. The implications of the findings were also discussed. [ FROM AUTHOR] Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Pandemic Dining Dilemmas: Exploring the Determinants of Korean Consumer Dining-Out Behavior during COVID-19

Amid the COVID-19 pandemic's significant impact on the dining-out industry, this study examined factors influencing consumers' dining-out behavior changes using a unified theoretical framework based on the theory of planned behavior (TPB) and select components of the risk information seeking and processing (RISP) model. A quantitative research method was employed, analyzing 536 valid survey responses collected in South Korea in early 2021 using partial least squares structural equation modeling (PLS-SEM). Findings showed that consumer attitude, perceived control, and subjective norm positively influenced dining-out intention, supporting the TPB. However, risk information-seeking behavior discourages dining-out behavior without significantly affecting intention. Fear emerged as a determinant of dining-out intention, risk information-seeking behavior, and dining-out behavior, highlighting the importance of emotions over rational thinking. This study contributes to existing literature by incorporating dining-out intention, COVID-19-related information-seeking behavior, and fear as key antecedents of dining-out behavior during the pandemic, while validating formative indicators that constitute risk information-seeking behavior and dining-out behavior in the research model.

Flipped classroom with teams-based learning in emergency higher education: methodology and results.

During the pandemic period, most of the universities shifted their curricula into fully distance learning models. Due to these Emergency Remote Education circumstances, we adopted the application of Flipped Classroom model combined with Team-based Learning pedagogical strategy in four Computer Engineering courses. Our approach was reinforced by employing LAMS Learning Activities Management System in conjunction with interactive video services. Results of the application of this approach reveal enhanced student engagement with learning resources and improved achievement when compared to the traditional, in-class, conduction of the same courses. Moreover, students report positive estimation of the adopted approach.

Assessing medical students' perception and educational experience during COVID-19 pandemic.

INTRODUCTION: The COVID-19 pandemic has significantly impacted the traditional delivery of medical education. Medical education programmes have had to cope with limitations on face-to-face learning, and accelerate the adoption of digital learning. In addition, the pandemic has potential serious implications on the psychological well-being of medical students. We aim to assess the changes in perceptions and experiences of medical students as a consequence of this pandemic. METHODS: Cross-sectional survey of medical students at Trinity College Dublin (TCD) between March and April 2022 was performed. The survey explored student satisfaction with the current education program, teaching delivery and the impact of COVID-19 on education and student well-being. RESULTS: 175 medical students participated in the survey. Overall, the majority of students were happy/neutral with their medical education. 93 (53.1%) felt tutorials and problem-based learning (PBL) to be the most effective method of teaching, followed by laboratory and clinical placements in 78 participants (44.6%) and hybrid-learning in 85 participants (48.6%). There was a mixed reaction to the changes in the delivery of education brought about by the pandemic. 67 participants (40.6%) felt happy with the changes, another 64 participants (38.8%) felt neutral, whilst only 34 participants (20.6%) were unhappy. However, most participants felt the pandemic negatively impacted their mental health, with 96 participants (55.8%) reporting negative responses. 58% of participants (n = 102/175) reported utilising the student support services at university campus and 49% (n = 50) were satisfied with their services. CONCLUSION: Digital content and delivery confer the benefit of greater flexibility in learning, the ability to learn at one's own pace and in a preferred environment, however lacks the advantage of bedside teaching and hands-on training. Our findings reinforce the potential advantages of online learning.

Design of online formative assessment of nursing humanities curriculum during the COVID-19 pandemic: A teaching practice research.

BACKGROUND: Under the digital transformation trend nursing education, online formative assessment (OFA) provides a new opportunity. However, the OFA of nursing humanities course lacks design and practice, and faces the challenge of enhancing effective communication between teachers and students, student participation and autonomous learning. OBJECTIVES: To enhance the reliability of OFA in nursing humanities courses and provide practical experience for online teaching in the nursing profession. DESIGN: A quantitative research approach was used. SETTING: This study was conducted in a comprehensive university in China. PARTICIPANTS: We conducted teaching practice on 185 nursing undergraduates, with 89 students in the experimental group, and 96 students in the control group. METHODS: In the 2020-2021 multicultural nursing course, student learning outcomes and questionnaires were analyzed through the online learning tool Superstar Learning, student feedback and satisfaction questionnaires, and descriptive analysis and independent sample t-tests were conducted using SPSS 25.0 software. RESULTS: The OFA of students using Superstar Learning differed in learning performance and time to receive feedback from teachers between the experimental and control groups, and both groups had higher satisfaction levels. The experimental group's instructional design contained a synchronous classroom discussion module with better participation. CONCLUSIONS: During the COVID-19 pandemic, the use of online learning tools can support the implementation of OFA, build an environment where teachers and students participate together, have a positive impact on the continuous updating of teachers' teaching programs and students' learning outcomes. Simultaneous classroom discussions are expected to be an effective way to improve the reliability of OFA. Our instructional design, provides best practice suggestions for future online teaching and learning.

Formative assessment and key competences for a conscious recovery after COVID-19: an Action-Research at a school in Italy to enhance reflection starting from mistakes

The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative assessment at school;(b) to verify to what extent the use of a metacognitive form makes students more aware of the mistakes made during the test. The results were: (a) teachers showed great enthusiasm in adapting the metacognitive form to their school subject;(b) students pointed out high percentages of appreciation of the form;what is more, a group of students improved in identifying the typology of errors and understood more clearly what they should study in a better way to correct their mistakes;another group noted that their awareness of their strengths in study method had grown;finally, one group highlighted that the skills used during the completion of the form were also useful in other areas of their daily life, not only at school. Both teachers and students appreciated the online version of the tool: the pie charts created automatically by the system, by displaying percentages over typologies of errors made, provided immediate feedback, motivating students more and more. The study shows how much reflection on mistakes can be a source of growth. © 2022 The Author(s). Published by Cambridge University Press on behalf of The Classical Association.

Formative Evaluation of a Student Symptom Decision Tree for COVID-19.

Objectives: In support of schools restarting during the COVID-19 pandemic, some schools partnered with local experts in academia, education, community, and public health to provide decision-support tools for determining what actions to take when presented with students at risk for spreading infection at school. Methods: The Student Symptom Decision Tree, developed in Orange County, California, is a flow chart consisting of branching logic and definitions to assist school personnel in making decisions regarding possible COVID-19 cases in schools which was repeatedly updated to reflect evolving evidence-based guidelines. A survey of 56 school personnel evaluated the frequency of use, acceptability, feasibility, appropriateness, usability, and helpfulness of the Decision Tree. Results: The tool was used at least 6 times a week by 66% of respondents. The Decision Tree was generally perceived as acceptable (91%), feasible (70%), appropriate (89%), usable (71%) and helpful (95%). Suggestions for improvement included reducing the complexity in content and formatting of the tool. Conclusions: The data suggest that school personnel found value in the Decision Tree, which was intended to assist them with making decisions in a challenging and rapidly evolving pandemic.

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

This study aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students' learning in English literature course in higher education after COVID-19. © 2023 by authors;.

Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students.

BACKGROUND: During the COVID-19 pandemic, face-to-face teaching and learning of physiotherapy practical skills was limited. Asynchronous, remote training has been effective in development of clinical skills in some health professions. This study aimed to determine the effect of remote, asynchronous training and feedback on development of neurodynamic skills in physiotherapy students. METHODS: Longitudinal repeated measurements study, across four training sessions. Participants engaged in a remote training program for development of upper limb neurodynamic techniques. In this sequential training, participants viewed the online tutorial, practiced independently, and uploaded a video of their performance for formative assessment and feedback from a trained instructor via a checklist and rubric. RESULTS: Intra-subject analyses of 60 third-year physiotherapy students showed that the target standard of performance, with no further significant change in scores, was attained following session 2 for the checklist and session 3 for the rubric. This shows that two sessions are required to learn the procedures, and three sessions yield further improvements in performance quality. CONCLUSION: The remote, asynchronous training and feedback model proved to be an effective strategy for students' development of neurodynamic testing skills and forms a viable alternative to in-person training. This study contributes to the future of acquiring physiotherapy clinical competencies when distance or hybrid practice is required.

Peer Assessment as an Example of Cooperative Learning Strategies in Graduate and Undergraduate Engineering Courses

The use of ICT and advanced instructional strategies have gained much more interest, especially during the rise in the online class delivery in the COVID years. However, techniques such as the flipped classroom face several challenges in highly analytical courses in the engineering field. This work reports on the use of a cooperative learning strategy centered around the peer assessment in both the undergraduate and graduate level. The results show that given the proper trainings and guidelines, summative peer assessments are in line with the instructor assessments, and provide an opportunity to the students for engaging concepts proactively in the classroom. © 2022 IEEE.

Formative Multimodal E-Feedback in Second Language Writing Virtual Learning Spaces

In the digital era, writing experience usually comes in the form of digital writing in virtual spaces. Social network sites are the ubiquitous platforms where authentic communication makes writing meaningful in our daily life. In addition, the outbreak of the COVID-19 pandemic encouraged all human activities to be done online. In the academic realm, particularly second language writing pedagogy, digital tools have been used to support digital learning and improve studentsʼ writing performance online. Moreover, as feedback is a crucial learning tool in writing pedagogy to help enhance studentsʼ writing development in campus-based settings, e-feedback takes on this role in virtual learning environments (VLE) in second language writing pedagogy. This article aims to introduce multimodal e-feedback that can be formatively employed in the writing process in second language writing virtual learning environments. Some practical pedagogical implications are also presented. © 2022, Chulalongkorn University Language Institute. All rights reserved.

A Review of the Website Liveworksheets.com

Liveworksheets (https://www.liveworksheets.com/) is a web-based and mobile-assisted educational platform that allows teachers to transform traditional printable worksheets such as .pdf or .jpg into interactive online with self-correction, which we call "interactive worksheets." Students can do the worksheets online and submit their answers to the teacher. Liveworksheets offers versatile tasks, so it is motivating to students. It also helps teachers save time for task design, and formative assessment, and is environmentally friendly, or saves paper. Additionally, interactive worksheets can support students in practicing all language skills (listening, reading, writing, and even speaking) and language areas (grammar and vocabulary). Liveworksheets is beneficial in many aspects, especially during the Covid-19 pandemic since it is an effective communication channel between teachers and students. Thanks to Liveworksheets, the interaction between students and teachers is facilitated during online learning. This review aims to investigate the merits of Liveworksheets in English learning and teaching, especially formative assessment. © 2023, The Pacific Association for Computer Assisted Language Learning (PacCALL). All rights reserved.

Using formative evaluation of a community-based opioid overdose prevention program to inform strategic communication for adoption, implementation, and sustainability.

BACKGROUND: Opioid addiction and overdose is a public health problem in the United States and is expected to remain with substance use increasing due to the COVID-19 pandemic. Communities that approach this issue through multi-sector partnerships experience more positive health outcomes. Understanding motivation for stakeholder engagement in these efforts is essential to successful adoption, implementation, and sustainability particularly in the shifting landscape of needs and resources. METHODS: A formative evaluation was conducted on the C.L.E.A.R. Program in Massachusetts, a state heavily impacted by the opioid epidemic. A stakeholder power analysis identified appropriate stakeholders for the study (n = 9). The Consolidated Framework for Implementation Research (CFIR) guided data collection and analysis. Surveys (n = 8) examined perception and attitudes on the program; motivations and communication for engagement; and, benefits and barriers to collaboration. Stakeholder interviews (n = 6) explored the quantitative findings in more detail. Surveys were analyzed using descriptive statistics and a content analysis with deductive approach was conducted for stakeholder interviews. The Diffusion of Innovation (DOI) Theory guided recommendations for communications to engage stakeholders. RESULTS: Agencies represented a range of sectors and the majority (n = 5) were familiar with the C.L.E.A.R. PROGRAM: Despite the many strengths of the program and existing collaboration, based on the coding densities of each CFIR construct stakeholders identified crucial gaps in the services the program provided and noted that the overall infrastructure of the program could be enhanced. Opportunities for strategic communication to address the stages of DOI align with the gaps identified in the CFIR domains to result in increased agency collaboration and expansion of services into the surrounding communities to ensure sustainability of the C.L.E.A.R. CONCLUSIONS: This study explored factors necessary for ongoing multi-sector collaboration and sustainability of an existing community-based program especially given the changing context from COVID-19. Findings informed both program revisions and communication strategies to promote the program to new and existing collaborating agencies and the community served, and identify effective communication approaches across sectors. This is essential for successful implementation and sustainability of the program, especially as it is adapted and expanded to address post-pandemic times. TRIAL REGISTRATION: This study does not report results of a health care intervention on human participants, however it was reviewed and determined an exempt study with the Boston University Institutional Review Board (IRB #H-42107).

Do what matters, no matter what! Factorizing positive activities during COVID-19 lockdown.

Behavioral activation (BA) interventions systematically encourage positive and value-based activities. Engaging in them is an effective way to counteract negative affect, but it is unknown whether there are subtypes of activities that may have differential effects on mood. This study investigated the factorial structure of 99 potentially rewarding activities used in an online BA intervention during the COVID-19 lockdown. About 3624 German-speaking participants evaluated a list of 99 activities that were easy to apply. We analyzed the initially 99 activities by means of confirmatory factor analysis. Since activities can either be seen as reflective or formative indicators, a reflective as well as a formative model was analyzed. Although the range of chosen activities differed clearly between respondents, a one-factor model provided the best fit. It seems that a general "activity" factor is more important for explaining whether people choose a certain activity or not, than specific characteristics of the activity itself.

High-touch surfaces disinfection compliance in a COVID-19 intensive care unit.

Environmental cleaning and disinfection are fundamental health care-associated infection prevention measures. This study aimed to evaluate the disinfection compliance of high-touch surfaces in a COVID-19-only intensive care unit, using a fluorescent marker. It was divided into 3 phases, baseline assessment, educational feedback, and post feedback. Disinfection compliance improved significantly from the first to the third phase, 14.3% to 51.4% (P < .001), respectively.

Assessing Social Distancing Strategies in Government Schools of Delhi, India: A Formative Research Study.

Introduction: Coronavirus disease 2019 (COVID-19) pandemic has affected all spheres of life and work. Children have been deeply affected, with >3.34 billion affected learners in India. The present study aimed to assess the awareness regarding social distancing strategies in schools among teachers of Delhi. Further, it explores the attitudes and perceived challenges toward various practical strategies in schools. Materials and methods: A cross-sectional study (formative research design) was conducted through an online survey. Teachers during the first nationwide lockdown period were contacted through the snowball method. Quantitative analysis was done using Statistical Package for the Social Sciences (SPSS) version 21. For the qualitative responses, summative content analysis was conducted by a data coder who was blinded to the identity of the respondent. Results: A total of 199 school teachers from various government schools of Delhi participated in the study. Around 49.7% of teachers suggested that online classes would be the best way for appraising children and parents about social distancing, while 24.1% (n = 48) of them insisted on the use of social media. A total of 11.05% of the respondents were of the view that preventive strategies are incredibly difficult to implement and execute. Conclusion: Teacher training and sensitization of parents and children can help overcome the perceived challenges. Clinical and public health significance: Appropriate COVID-19 preventive strategies implementation remains the mainstay for preventing the transmission of the pandemic among the most vulnerable group-school children. Attempts should be made to tailor-made changes required at the policy as well as school level, understanding the probable school environment and psychological impact, keeping abreast with the local challenges. How to cite this article: Jain S, Bajaj A, Mohanty V, et al. Assessing Social Distancing Strategies in Government Schools of Delhi, India: A Formative Research Study. Int J Clin Pediatr Dent 2023;16(1):101-106.

Formative Assessment in Context of COVID-19 Pandemic

The pandemic situation is contributing to the redesign of training models, promoting new scenarios, or readjusting other pedagogical resources already known, which help to deal with the uncertainty and doubts that have arisen. This context raises new requirements and solutions in the approach of the face-to-face, online and mixed model. Adaptation of spaces, compliance with prevention measures, interaction with students, methodologies and especially, an assessment system, which helps to keep track of the subject, so that a more active attitude of the student and their commitment to this process, are of great value. From the reflection on the achievement of objectives, follow-up of the subject, and the auto- and peer-assessment, an experience of formative assessment is presented in two environments, online and face-to-face. Both are supported by a process of self-assessment and peer-assessment, which has allowed students to successfully face the subject of Artistic Expression I, in the Degree in Engineering in Industrial Design and Product Development at the University of Zaragoza (Spain). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Relevance of teleconsultation in general practice. Reconsultation time delay after tele-consultation versus consultation

Context. The number of teleconsultation acts in general medicine (TCG) has exploded during the Covid-19 confinement. The conditions of care reimbursement were similar between the remote consultation and the office consultations (Gs), without any objective data on their relevance. Methods. This retrospective cohort study on medical records analyzed the effects of TCG on the time for reconsultation with the general practitioner (GP) compared to Gs. A subgroup analysis analyzed the influence of the reason for consultation, gender and age on the time for reconsultation. Results. Over the study period, 262 patients were included in cross-over in 2 care structures comprising 10 GPs. The mean time for reconsultation after TCG (dTCG) was significantly lower than the mean time for reconsultation after Gs (dGs), 48.27 and 65 days respectively (p < 0.01). The subgroup analyzes found this trend specifically for consultations for acute somatic reasons, with dTCG of 47 days and dGs of 71 days (p < 0.01), with no significant gender-related difference. The dTCGs varied according to age, particularly for 48-58 year old who reconsulted about 35 days earlier (p < 0.01) and 68- 78 year old who, conversely, reconsulted 21 days later (p = 0, 03) after a TCG. Conclusion. Patients included reconsulted more quickly after a TCG than after a Gs. This difference is particularly marked for acute somatic patterns and for people in their fifties. On the other hand, this period is lengthened in the septuagenarians. This should encourage us to limit GCTs for somatic reasons and to question the benefits of GCTs in septuagenarians.