Live Instruction Predicts Engagement in K–12 Remote Learning

How does live instruction relate to student engagement in distance learning? Does the relationship differ across grade levels? This study addresses these questions by examining data from a random sample of families from a large urban school district in southern California. We find a strong correlation between live instruction and student engagement in online learning among elementary school students, with every additional hour of live instruction per week increasing the probability of reporting that students have completed all their schoolwork by 26%. The correlation is also significant though smaller in magnitude for middle and high school students.

A Rapid Switch to Remote E-Learning in the COVID Era

This chapter discusses in a very readable and down-to-earth fashion the struggles and victories that a college professor encountered as he switched from live instruction to remote e-learning in a heartbeat. The chapter also includes 2-3 paragraph unedited impressions and reflections by first generation and international undergraduate students as to their feelings about the switch to remote e-learning. For most of them this was the first time they experienced either synchronous or asynchronous e-learning.

THE INFLUENCE OF VIRTUAL LEARNING IN INDIA

Virtual education has acted as a clear competitor to other creative teaching approaches, and this has been becoming increasingly evident in recent years. Although there are technical developments that have failed to fulfill any original desire, Researchers firmly believe that this period is very distinctive. Various online educations are now being conducted in the recent era that has directed many participants in a range of aspects. Internet teaching's experience of life may be about to change; the reasons behind the process. Specialized virtual learning skills across all parts of society and significantly changing their effect. Although there is one very important and key part of one’s life that has also been centered on emerging technologies and innovations that is the framework of virtual learning. This seems to be an essential consideration for success in education system in India. KEYWORDS: Technology, teaching, virtual classrooms, engaging, live instruction

Impact of telephone cardiopulmonary resuscitation on the return of spontaneous circulation in patients with out-of-hospital cardiac arrest

The aim: Research aim is the evaluation of return of spontaneous circulation (ROSC) ratio among the individuals with out-of-hospital sudden cardiac arrest (SCA), depending on the so-called Telephone Cardiopulmonary Resuscitation (TCPR). T-CPR is based on live instruction given by the dispatcher to incident witness, who is performing CPR efforts until the EMS team arrives on scene. Material and methods: Research was based on the analysis of 782 entries (from EMS documentation) which recorded SCA and CPR. Emergency call voice recording has been rehearsed for each case, in order to confirm the capability of recognizing SCA and providing T-CPR instructions. Data was divided into two groups and the results have been compared. The ROSC ratio for both groups (“T-CPR” and “No T-CPR”) were analyzed along with the type of incident location. Results: The research has shown that 26,4% of all SCA cases researched ended up with the ROSC. In 94% of cases the dispatcher had succeeded in encouraging the witness to perform CPR with telephone instruction (T-CPR) until the EMS team has arrived. In the “T-CPR” group, 28,7% of cases have ended with ROSC. In the “No T-CPR” group, 19,7% of cases have ended with ROSC (28,7% vs. 19,7%). Conclusions: The T-CPR should be utilized by dispatcher in the form of uniform protocol. In the process of training dispatchers there should be special emphasis on the skill of recognizing SCA upon receiving a call. The evaluation of SCA recognition, T-CPR undertaken and ROSC ratio may be an effective indicator of quality monitoring within the State Emergency Medical System.

Comparison of Imitation From Screens Between Typically Developing Preschoolers and Preschoolers With Autism Spectrum Disorder

Typically developing (TD) children exhibit a transfer deficit imitating significantly less from screen demonstrations compared to a live demonstrations. Although many interventions for children with autism spectrum disorder (ASD) include video materials, little research exists comparing the effectiveness of video demonstration over live instruction. The current study compared imitation learning from live and screen-based demonstrations of how to make a puzzle by 3- to 4.5-year-old TD children (n = 68) and children with ASD (n = 17). Children were tested on either on a three-dimensional (3D) magnet board (MB) with magnetic puzzle pieces or a 2D touch screen (TS) with virtual puzzle pieces. Neither TD nor ASD children exhibited a transfer deficit suggesting that for this task, the transfer deficit ends around 3 years of age. Children with ASD were less efficient overall than TD children on the task and performed worse than their TD counterparts when they were tested with the 3D MB puzzle. These findings suggest that children with ASD have greater difficulty acting on 3D objects than 2D TSs. Future studies should investigate if TSs can be used to teach children with ASD other tasks (184 words).

Organizational Change and Online Education at HBCUs

This chapter examines how mentoring pre-tenured and tenured faculty during organizational change of implementing fully online academic programs impacts resistant and/or supportive faculty. By using a case of an experience of some faculty at HBCUs, the authors examine how mentorship is necessary to engender a supportive and successful transition in the face of faculty members' resistance to including online education. Influence on faculty becoming adept experts of online teaching and education, prioritizing online teaching and its impact on how they approach live instruction, and anticipating how a designated mentor(s) affects teaching evaluations and research scholarship necessary to achieve rank and tenure promotion will be delineated.

Synchronous Distance Education: Using Web-Conferencing In An MBA Accounting Course

Online distance education can take many forms, from a correspondence course with materials online to fully synchronous, live instruction. This paper describes a fully synchronous, live format using web-conferencing. Some useful features of web-conferencing and the way they are employed in this course are described. Instructor observations and perceived benefits are presented, along with some challenges.