In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes.

While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period.

The Double-Edged Sword of Online Learning for Ethnoracial Differences in Adolescent Mental Health During Late Period of the COVID-19 Pandemic in the United States: National Survey.

BACKGROUND: Despite several theories suggesting online learning during the COVID-19 pandemic would aggravate ethnoracial disparities in mental health among adolescents, extant findings suggest no ethnoracial differences in mental health or that those from minoritized ethnoracial groups reported better mental health than their White counterparts. OBJECTIVE: This study aimed to identify why findings from prior studies appear to not support that ethnoracial disparities in mental health were aggravated by testing 2 pathways. In pathway 1 pathway, online learning was associated with reporting fewer confidants, which in turn was associated with poorer mental health. In pathway 2, online learning was associated with reporting better sleep, which in turn was associated with better mental health. METHODS: We analyzed survey data from a US sample (N=540) of 13- to 17-year-olds to estimate how school modality was associated with mental health via the 2 pathways. The sample was recruited from the AmeriSpeak Teen Panel during spring of 2021, with an oversample of Black and Latino respondents. Ethnoracial categories were Black, Latino, White, and other. Mental health was measured with the 4-item Patient Health Questionnaire, which assesses self-reported frequency of experiencing symptoms consistent with anxiety and depression. School modality was recorded as either fully online or with some in-person component (fully in-person or hybrid). We recorded self-reports of the number of confidants and quality of sleep. Covariates included additional demographics and access to high-speed internet. We estimated bivariate associations between ethnoracial group membership and both school modality and mental health. To test the pathways, we estimated a path model. RESULTS: Black and Latino respondents were more likely to report being in fully online learning than their White counterparts (P<.001). Respondents in fully online learning reported fewer confidants than those with any in-person learning component (ß=-.403; P=.001), and reporting fewer confidants was associated with an increased likelihood of reporting symptoms consistent with anxiety (ß=-.121; P=.01) and depression (ß=-.197; P<.001). Fully online learning respondents also reported fewer concerns of insufficient sleep than their in-person learning counterparts (ß=-.162; P=.006), and reporting fewer concerns was associated with a decreased likelihood of reporting symptoms consistent with anxiety (ß=.601; P<.001) and depression (ß=.588; P<.001). Because of these countervailing pathways, the total effect of membership in a minoritized ethnoracial group on mental health was nonsignificant. CONCLUSIONS: The findings compel more nuanced discussions about the consequences of online learning and theorizing about the pandemic's impact on minoritized ethnoracial groups. While online learning may be a detriment to social connections, it appears to benefit sleep. Interventions should foster social connections in online learning and improve sleep, such as implementing policies to enable later start times for classes. Future research should incorporate administrative data about school modality, rather than relying on self-reports.

Development and validation of a virtual learning management system usability questionnaire: A case study.

BACKGROUND: The post-pandemic era has seen a surge in the popularity of Virtual Learning Management Systems (VLMS). However, there is a noticeable lack of tools to measure the usability of these systems. As technology evolves, user needs change, necessitating updated tools for system evaluation. OBJECTIVE: This study aims to develop and validate a VLMS usability questionnaire, specifically designed to assess the usability of a university learning management system. METHODS: The VLMS usability tool was systematically developed based on relevant domains identified in existing literature and expert opinions. It was then tested for face validity, content validity, and reliability. In a case study, the tool was distributed among 200 students from a Medical Sciences university who had used the Navid VLMS system. RESULTS: Semi-structured interviews with experts were analyzed using directed content analysis, resulting in 21 items categorized into four domains: effectiveness, reliability, learnability, and security. The content validity index and ratio were 0.939 and 0.976, respectively. The Intra Class Correlation (ICC) estimates for each section of the questionnaire ranged from 0.8-0.9, indicating high reliability. Cronbach's alpha was 0.97, suggesting excellent internal consistency. The case study results showed that the Navid platform achieved an average usability score of 70.36, with a standard deviation of 10.6, indicating moderate to high usability. CONCLUSIONS: The VLMS usability tool is a valid and reliable instrument for assessing the usability of the Navid learning management system. It can be used to improve the usability of the Navid system and serve as a benchmark for assessing the usability of other similar VLMSs.

The effect of promoting factors on learning by four different delivery modes.

BACKGROUND: In the digital era, developing effective teaching methods is crucial due to the challenges of maintaining students' concentration amidst distractions. This study assessed the effects of learning-promoting factors both across group boundaries and within RCT learning groups examined in our previous study on the effectiveness of online versus live teaching. METHODS: The participants' experiences in the domains of Concentration, Anticipation, Liking and Desire to reuse were evaluated online immediately after a lesson on diagnosing pediatric respiratory issues implemented either in a Live, Live-stream, Vodcast or Podcast setting. The students rated their experiences on a scale of 1-10 with scores above a median of 8 indicating high experience levels in each factor. Learning was evaluated using a Webropol e-Test immediately and five weeks after the teaching session. The 15-minute test, comprised of 10 multiple-choice questions and real-life video scenarios, measured both theoretical and diagnostic skills. The test score scale ranged from - 26 to 28 points. RESULTS: High concentration was experienced by 70/72 (97.2%) students in the Live, 41/75 (54.7%) students in the Live-stream, 53/72 (73.6%) students in the Vodcast and 36/79 (45.6%) students in the Podcast teaching groups (P < 0.01). High concentration promoted learning the most, resulting in a 1.93 score improvement in the short-term test and a 1.65 score improvement in the long-term test. Among those with high concentration, the average test scores ranged from 21.9 to 23.4, while the range for low concentration was 18.3-20.0. CONCLUSION: In our study, good concentration promoted higher test scores in comparison with low concentration across all the learning modalities, both in digital and live settings. However, the live teaching modality resulted in the highest levels of concentration. Our results suggest that teachers should use various teaching modalities and utilize related special features to engage learners and maintain their concentration.

Effectiveness of ChatGPT in remote learning environments: An empirical study with medical students in Saudi Arabia.

Purpose: This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. Methods: This cross-sectional survey study recruited 386 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire designed to assess perceptions of ChatGPT's effectiveness in remote learning. The questionnaire included Likert scale questions to evaluate various aspects of ChatGPT's support in remote learning, such as personalized learning, language and communication skills, and interactive quizzing. Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, one-way ANOVA, and Cronbach's alpha to evaluate reliability. Results: Participants mostly used ChatGPT on a weekly (43.2%) or daily (48.7%) basis, primarily on personal computers (62.5%). Mean scores for ChatGPT's support in remote learning were high for personalized learning (4.35), language and communication skills (4.23), and interactive quizzing and assessments (4.01). Statistically significant differences were found based on gender for interactive quizzing (p = .0177) and continuity of education (p = .0122). Conclusion: Despite certain challenges and variations in perceptions based on gender and education level, the overwhelmingly positive attitudes toward ChatGPT highlight its potential as a valuable tool in medical education.

Predictors of Young Students' School Participation During the Early Days of COVID-19 Remote Learning.

When the COVID-19 pandemic forced school closures in the U.S. in March 2020, children's learning moved home and online, making school participation a challenge for many families, particularly those with low incomes. Although there is not a clear and agreed-upon digital analog for in-person school participation for young elementary students, existing research on young children's school attendance and engagement in non-pandemic times suggests that family characteristics broadly recognized to shape child development (e.g., parental depressive symptoms, household chaos), children's own characteristics (e.g., pre-COVID-19 academic skills; demographics), and logistical barriers with particular relevance to remote learning (e.g., internet access) may be determinants of remote learning participation. The current study explores the extent to which student participation during COVID-induced remote learning was predicted by family and child characteristics and logistical barriers by drawing on an existing study of diverse low-income students in Tulsa, OK who were in 1st grade when the pandemic emerged. We capitalize on unique, comprehensive, multi-informant data collected before and during COVID-19 to examine young children's participation in remote learning while controlling for pre-existing differences that might otherwise be confounded with both COVID-related stressors and obstacles to remote learning participation. Both family characteristics (e.g., parent depression, household chaos, single mother) and logistical barriers (e.g., internet and device access) predicted children's remote learning participation. Implications for school administrators and policymakers - with a focus on preparation for future disasters that may once again force school closures - are discussed.

School modality, race and ethnicity, and mental health of U.S. adolescents during the COVID-19 pandemic.

BACKGROUND: While minoritized ethnoracial groups were most likely to be in online learning during the COVID-19 pandemic, the impact of these ethnoracial disparities on adolescent mental health is unclear. Since past studies do not directly examine whether the association between school modality and self-reported mental health outcomes varied by race and ethnicity among U.S. adolescents during the COVID-19 pandemic, this study addresses the gap. METHODS: Adolescents aged 13 to 17 years old (n = 510) were surveyed for self-reports of anxiety and depression symptoms using the 4-item Patient Health Questionnaire during Spring 2021. Seemingly unrelated regressions were used to estimate the differential association between school modality and mental health by respondents' race and ethnicity. RESULTS: Estimates without interaction between school modality and race and ethnicity suggested that Latino respondents reported a significantly higher frequency of depressive symptoms than their White counterparts (b = 0.459; p < 0.05). Similarly, the estimates without the interaction suggested respondents reporting hybrid learning had a higher frequency of depressive symptoms than in-person learning (b = 0.504; p < 0.05). Estimates with interaction between school modality and race and ethnicity suggested fully online learning was associated with poorer mental health only among White respondents and better mental health among Black respondents. Among adolescents attending school fully online, Black adolescents reported fewer mental health symptoms than their White counterparts (anxiety, b =- 1.364; p < 0.05, and depression, b =- 1.647; p < 0.05). CONCLUSIONS: Fully online learning may have benefitted the mental health of Black adolescents during the COVID-19 pandemic, perhaps because it buffered racial discrimination and social anxiety in schools. Additional interventions should be explored to promote in-person school environments that better support the mental health of Black adolescents. Moreover, prioritizing equitable access to broadband internet will provide better access to online learning and ensure positive mental health, particularly for adolescents from minoritized ethnoracial groups during instances of future pandemics. Future research should continue to consider the race and ethnicity of adolescents to promote mental well-being in schools across learning modalities.

The Impact of Coronavirus Disease 2019 on Nursing Education: Evidence, Experience, and Lessons Learned.

This article examines the multifaceted impact of the coronavirus disease 2019 pandemic on nursing education, with a focus on implications for critical care. Issues including the rapid transition to remote learning, stress and burnout, disengagement, challenges in clinical education, ethical dilemmas, and the influence of workforce dynamics on nursing education are discussed. The article explores challenges, opportunities, and the invaluable lessons learned from this unprecedented crisis. Understanding the evolving dynamics is essential for nursing education and practice, offering a pathway toward a more resilient and promising future for both individuals and the nursing profession as a whole.

Multidisciplinary approach to diagnostic radiology education: a novel educational intervention for Turkish medical students.

Teleconferencing can facilitate a multidisciplinary approach to teaching radiology to medical students. This study aimed to determine whether an online learning approach enables students to appreciate the interrelated roles of radiology and other specialties during the management of different medical cases. Turkish medical students attended five 60-90-minute online lectures delivered by radiologists and other specialists from the United States and Canada through Zoom meetings between November 2020 and January 2021. Student ambassadors from their respective Turkish medical schools recruited their classmates with guidance from the course director. Students took a pretest and posttest to assess the knowledge imparted from each session and a final course survey to assess their confidence in radiology and the value of the course. A paired t-test was used to assess pretest and posttest score differences. A 4-point Likert-type scale was used to assess confidence rating differences before and after attending the course sessions. A total of 1,458 Turkish medical students registered for the course. An average of 437 completed both pre- and posttests when accounting for all five sessions. Posttest scores were significantly higher than pretest scores for each session (P < 0.001). A total of 546 medical students completed the final course survey evaluation. Students' rating of their confidence in their radiology knowledge increased after taking the course (P < 0.001). Students who took our course gained an appreciation for the interrelated roles of different specialties in approaching medical diagnoses and interpreting radiological findings. These students also reported an increased confidence in radiology topics and rated the course highly relevant and insightful. Overall, our findings indicated that multidisciplinary online education can be feasibly implemented for medical students by video teleconferencing.

Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting.

In March 2020, universities in Zimbabwe temporarily closed and switched to remote learning to contain the spread of SARS Cov2 infections. The sudden change to distance learning gave autonomy to students to direct their own learning. To understand how the students at the University of Zimbabwe and Midlands State University adapted to emergency remote learning, focus group discussions and a self-administered questionnaire survey based on the self-regulated learning inventory were conducted to capture cognitive, motivational, and emotional aspects of anatomy learning during the COVID-19 pandemic. Thematic analysis was used to identify patterns among these students' lived experiences. Two coders analyzed the data independently and discussed the codes to reach a consensus. The results showed that students at the two medical schools cognitively and meta-cognitively planned, executed and evaluated self-regulated strategies in different ways that suited their environments during the COVID-19 lockdown. Several factors, such as demographic location, home setting/situation, socioeconomic background and expertise in using online platforms, affected the students' self-directed learning. Students generally adapted well to the constraints brought about by the lockdown on their anatomy learning in order to learn effectively. This study was able to highlight important self-regulated learning strategies that were implemented during COVID-19 by anatomy learners, especially those in low-income settings, and these strategies equip teachers and learners alike in preparation for similar future situations that may result in forced remote learning of anatomy.

Hands-On Neuroinformatics Education at the Crossroads of Online and In-Person: Lessons Learned from NeuroHackademy.

NeuroHackademy ( https://neurohackademy.org ) is a two-week event designed to train early-career neuroscience researchers in data science methods and their application to neuroimaging. The event seeks to bridge the big data skills gap by introducing participants to data science methods and skills that are often ignored in traditional curricula. Such skills are needed for the analysis and interpretation of the kinds of large and complex datasets that have become increasingly important to neuroimaging research due to concerted data collection efforts. In 2020, the event rapidly pivoted from an in-person event to an online event that included hundreds of participants from all over the world. This experience and those of the participants substantially changed our valuation of large online-accessible events. In subsequent events held in 2022 and 2023, we have developed a "hybrid" format that includes both online and in-person participants. We discuss the technical and sociotechnical elements of hybrid events and discuss some of the lessons we have learned while organizing them. We emphasize in particular the role that these events can play in creating a global and inclusive community of practice in the intersection of neuroimaging and data science.

Metacognitive Management of Attention in Online Learning.

Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction-even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students' metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune.

Simple, Robust Invertebrate DNA Barcoding: Chelex-Based DNA Extraction and Optimized COI Amplification.

Chelex-based DNA extractions are well suited for student DNA barcoding research because they are simple, safe, and inexpensive and can be performed without specialized laboratory equipment, allowing them to be performed in classrooms or at home. Extracted DNA is stable in Chelex solution for at least a week at ambient temperature, allowing collection of DNA samples from remote students. These extractions provide quality DNA for many taxa and are optimal for barcoding invertebrates, especially in combination with novel cytochrome c oxidase I (COI) primer cocktails and PCR cycling conditions.

A Rapid, Equipment-Free DNA Isolation Method for DNA Barcoding.

This rapid, equipment-free DNA isolation procedure using chromatography paper is a simple method that can be performed in less than 30 min and requires no wet lab experience. With minimal expense, it offers an affordable alternative for anyone wanting to explore biodiversity. It also provides an excellent option for use in classrooms or other activities that are time limited. The method works best for plants or lichens, producing stable DNA on Whatman® chromatography paper at room temperature, which can be eluted as needed.

Cardiology across continents: an interactive, case-based learning series.

Heart University [https://www.heartuniversity.org/] is a free educational website providing structured training curricula with knowledge-based testing and access to webinars and conference recordings for practicing and in-training providers of paediatric and congenital cardiac care. To date, there are over 15,000 registered website users from over 140 countries on Heart University, with over 2,000 training modules and/or recorded educational videos. Heart University has developed an "asynchronous" educational lecture series entitled "Pediatric and Congenital Cardiac Care in Resource-Limited Settings." This recorded lecture series is specifically focused on topics relevant to practicing paediatric and/or congenital cardiac care in low-resource settings.A relatively new initiative, "Cardiology Across Continents," supplements the existing educational resources for providers of paediatric and/or congenital cardiac care in low-income countries and lower-middle-income countries by providing an additional live, interactive, case-based forum. Sessions occur every 1-2 months and focus on challenging cases from diagnostic or management perspective with a view to promote collaboration between partnered institutions. "Cardiology Across Continents" is an expanding initiative that facilitates learning and collaboration between clinicians across varied practice settings via interactive case discussions. We welcome trainees and providers of paediatric and congenital cardiac care to join the sessions and invite any insight that can enhance learning for clinicians around the world. This manuscript describes "Cardiology Across Continents" and discusses the development, history, current status, and future plans of Heart University.

Altered Trajectories: Considering the Long-Term Impact of Educational Disruption during the COVID-19 Pandemic on Neurodevelopment and a Call to Action for Neuropsychology.

OBJECTIVE: The COVID-19 pandemic resulted in educational disruption of historic breadth and duration. The impact of school closures and remote learning have been evaluated in recent studies and reflect critical data for neuropsychologists who routinely assess brain development as it relates to diagnosis, recommendations, and informing public policy. METHOD: Pre-pandemic and contemporaneous literature was summarized, including data on educational disruption and child and adolescent mental health challenges reported during the pandemic, and research on the impact of stress, social isolation, educational achievement, and other factors on brain development during critical developmental windows. RESULTS: Studies indicate that prolonged educational disruption has resulted in attenuated learning gains, most remarkably for those already at risk for educational disparities. Studies have shown increased mental health challenges for youth during the pandemic, with higher rates of mood and eating disorders, and suicidal ideation. Given that some skills develop optimally within specific time periods, pandemic-related disruption has likely contributed to altered developmental trajectories. CONCLUSION: Trajectory of neuropsychological development of children and adolescents, especially marginalized students, may be affected by effects on learning and mental health due to prolonged educational disruption and psychological stressors. Evaluation and treatment may be delayed due to backlog and increased demand. Clinical neuropsychological practice recommendations are presented with a call to action for the field in moving forward flexibly to increase access to evaluation services.

Students' perceptions and experiences of remote learning amid covid-19 pandemic in Ghana.

Background: The COVID-19 pandemic had a significant impact on students, instructors, and educational organisations all around the world. Remote learning was an emergency response by most universities in Ghana during this pandemic to ensure the continuation of their academic calendar. Conducting this study among Ghanaian undergraduate students is crucial because factors like socioeconomic status, technological resources, and individual learning preferences can significantly impact their experience and the perception of remote learning, which may differ from studies conducted elsewhere. Objective: To determine the perceptions and experiences of remote learning among allied health sciences students during the COVID-19 pandemic. Methods: This cross-sectional study involved 218 second, third, and final year Allied Health Sciences students in the University of Ghana. A questionnaire was used to obtain data concerning health professions students' perception and experience of remote learning. The readiness of students in respect to the emergency remote learning, attitudes towards remote learning, perception of remote learning, satisfaction, and the level of anxiety was calculated using mean and mean percentages. Kruskal-Wallis test was used to analyse differences between programmes of study and the perceptions and experiences of remote learning. Results: One hundred and fifteen (53.1%) of the participants had moderate perceptions of independence and responsibility in their learning experiences while 80 (36.7%) students reported that their satisfaction levels regarding remote learning was high. Seventy-seven (38.4%) students reported that they had a burden of anxiety. There was no statistically significant difference between anxiety level and programme of study. Conclusion: Ghana Allied Health Sciences students had positive perceptions and experiences towards remote learning. They could adapt to the new teaching method with appropriate technology integration. Despite a number of students who were anxious about using remote learning. Adequate support towards transitioning into the use of technology may be a good consideration.

The BIORES-21 Survey: Insights Into Remote and Online Education in Biomechanics and Mechanobiology.

The COVID-19 pandemic necessitated mainstream adoption of online and remote learning approaches, which were highly advantageous yet challenging in many ways. The online modality, while teaching biomedical engineering-related topics in the areas of biomechanics, mechanobiology, and biomedical sciences, further added to the complexity faced by the faculty and students. Both the benefits and the challenges have not been explored systematically by juxtaposing experiences and reflections of both the faculty and students. Motivated by this need, we designed and conducted a systematic survey named BIORES-21, targeted toward the broader bio-engineering community. Survey responses and our inferences from survey findings cumulatively offer insight into the role of employed teaching/learning technology and challenges associated with student engagement. Survey data also provided insights on what worked and what did not, potential avenues to address some underlying challenges, and key beneficial aspects such as integration of technology and their role in improving remote teaching/learning experiences. Overall, the data presented summarize the key benefits and challenges of online learning that emerged from the experiences during the pandemic, which is valuable for the continuation of online learning techniques as in-person education operations resumed broadly across institutions, and some form of online learning seems likely to sustain and grow in the near future.

Web-Based Scaffolds: The Feasibility of a Constructivist Approach to Oncology Fellow Learning.

In this 2-institution feasibility pilot, oncology fellows used and updated freely available web-based learning tools (scaffolds) in a constructivist fashion.

An online research immersion program to increase introductory science student confidence and science identity.

The number of undergraduate students from underrepresented backgrounds enrolled in science and technology-related courses has increased over the past 20 years, but these students' persistence in STEM majors until graduation still lags behind the overall college population. Interventions like exposure to independent research, instruction using active learning, and connection within a scientific community have been shown to increase persistence and the development of science identity, especially for underrepresented minority students (URM), students with high financial need, and first-generation college students. However, exposure to research for introductory students can be expensive or challenging for an institution to provide and for some students to access. We designed Wintersession Research Week as a remotely taught, collaborative introduction to independent research for beginning undergraduate students, prioritizing those traditionally underrepresented in STEM (low income, first generation, and URM students). Because this program utilized graduate students as research mentors, we also provided training and mentoring to develop the next generation of science faculty. We found that the program helped undergraduate student participants to develop a scientific identity and increase confidence in their skills, and that graduate students found the experience valuable for their future teaching. We believe that elements of this program are adaptable to both virtual and in-person settings as an introduction to research, mentorship, and teaching for students and mentors.