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Journal articles on the topic 'Asynchronous Online Focus Groups'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

LaForge, Kate, Mary Gray, Erin Stack, Catherine J. Livingston, and Christi Hildebran. "Using Asynchronous Online Focus Groups to Capture Healthcare Professional Opinions." International Journal of Qualitative Methods 21 (January 2022): 160940692210956. http://dx.doi.org/10.1177/16094069221095658.

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Introduction Online data collection methods can increase study accessibility and ease the burden of data collection for participants. Asynchronous Online Focus Groups are a promising method for data collection among healthcare professionals. Methods In this article, we describe the use of, and lessons learned from conducting 19 Asynchronous Online Focus Groups across four research studies. Results We describe our experiences preparing for, recruiting for, and conducting Asynchronous Online Focus Groups. We highlight decision points around timeframe, eligibility, recruitment, participation, foc

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Zheliznyk, Maria. "Online Focus-Groups: Methodical Reflection." Inter 15, no. 2 (2023): 51–71. http://dx.doi.org/10.19181/inter.2023.15.2.3.

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The digitalization process transforms ways of social reality research. Since the late nineties of the last century online methods have become popular, classical research methods have been digitized, the natively digital methods have emerged, for example, asynchronous online focus groups. The pandemic has led to a rapid increase of popularity of online-methods in Russia, in particular online focus groups have become in demand by the market. Despite the removal of COVID restrictions, online focus groups have remained popular. In this article we consider the changed social reality, analyze specif

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Costello, Jane, and Linda E. Rohr. "Large Discussion Groups’ Impact on Engagement and Community." Frontiers of Contemporary Education 5, no. 1 (2024): p1. http://dx.doi.org/10.22158/fce.v5n1p1.

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To address the solitary nature of online learning, asynchronous micro discussion tools can be implemented to enrich students’ learning experiences by encouraging interaction among students, nurturing social presence, and facilitating community development. Students’ experiences using an asynchronous micro discussion tool in online learning were investigated, with a focus on engagement in learning with peers, sense of community, and technology’s effectiveness. Survey data was analyzed from two sections of an online introductory course from 458 postsecondary university students. As part of the c

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Gordon, Allegra R., Jerel P. Calzo, Rose Eiduson, et al. "Asynchronous Online Focus Groups for Health Research: Case Study and Lessons Learned." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199048. http://dx.doi.org/10.1177/1609406921990489.

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Increasingly, social life—and accordingly, social research—is conducted in online environments. Asynchronous online focus groups (AOFGs) have emerged as an important tool to conduct remote research with geographically diverse populations. However, there remain few systematic accounts of AOFG methods to guide researchers’ decision-making in designing and implementing studies. This paper seeks to address this gap by describing a recent study on body image and health among transgender and gender diverse (TGD) young adults. In this study, eight AOFGs were conducted in August-October 2019 with 66 T

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Reisner, Sari L., Renee K. Randazzo, Jaclyn M. White Hughto, et al. "Sensitive Health Topics With Underserved Patient Populations: Methodological Considerations for Online Focus Group Discussions." Qualitative Health Research 28, no. 10 (2017): 1658–73. http://dx.doi.org/10.1177/1049732317705355.

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Online focus group discussions provide an anonymous environment to assess sensitive, health-related experiences that may be difficult to discuss utilizing traditional face-to-face modalities, particularly for marginalized populations such as female-to-male trans masculine (TM) transgender individuals. This article reviews the history, advantages, and disadvantages of online focus groups, with an emphasis for research about sensitive issues with stigmatized, rare, and/or geographically dispersed patient populations. The article then evaluates the success of online focus group discussions as a c

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Williams, Sarah, Maria Giatsi Clausen, Ann Robertson, Susi Peacock, and Kerri McPherson. "Methodological Reflections on the Use of Asynchronous Online Focus Groups in Health Research." International Journal of Qualitative Methods 11, no. 4 (2012): 368–83. http://dx.doi.org/10.1177/160940691201100405.

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Hunter, M., M. Reaney, and SE Bean. "POSB318 Evaluation of Asynchronous Online Focus Groups for Use in Qualitative Studies Around Patient Experience Data." Value in Health 25, no. 1 (2022): S206. http://dx.doi.org/10.1016/j.jval.2021.11.1001.

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Jones, Janet E., Laura L. Jones, Melanie J. Calvert, Sarah L. Damery, and Jonathan M. Mathers. "A Literature Review of Studies that Have Compared the Use of Face-To-Face and Online Focus Groups." International Journal of Qualitative Methods 21 (January 2022): 160940692211424. http://dx.doi.org/10.1177/16094069221142406.

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Online communication in our work and private lives has increased significantly since the COVID-19 pandemic. Qualitative research has evolved with this trend with many studies adopting online methods. It is therefore timely to assess the use and utility of online focus groups compared to face-to-face focus groups. Traditional Pearl Growing Methodology was used to identify eligible papers. Data were extracted on data collection methods, recruitment and sampling strategies, analytical approaches to comparing data sets, the depth of data produced, participant interactions and the required resource

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Clevenger, Carolyn, Fayron Epps, Kenneth Hepburn, Molly Perkins, and Glenna Brewster Glasgow. "Learning Needs of Dementia Family Caregivers during the Pandemic." Innovation in Aging 5, Supplement_1 (2021): 802. http://dx.doi.org/10.1093/geroni/igab046.2953.

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Abstract The COVID-19 pandemic has dominated and transformed all caregiving contexts and situations. In a time of COVID-19, caregivers now have to learn how to take all of the complicated precautions to keep themselves and their persons from being exposed to the virus given their population’s mortality rate from COVID-19 infections exceed 40%. As part of a larger initiative to develop an asynchronous online education program for family caregivers of persons living with dementia illnesses (PLWD) to prepare them to master the new demands of their caregiving role in this extraordinary circumstanc

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Gordon, Allegra R., Savannah Roberts, Scout Silverstein, Kelsey L. Rose, Ethan Lopez, and Jerel P. Calzo. "What is needed for eating disorder prevention for transgender and gender diverse young adults? Findings from asynchronous online focus groups." Body Image 48 (March 2024): 101667. http://dx.doi.org/10.1016/j.bodyim.2023.101667.

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Biberman-Shalev, Liat, Orit Broza, and Nurit Chamo. "Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education." Education Sciences 13, no. 3 (2023): 275. http://dx.doi.org/10.3390/educsci13030275.

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This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for their implementation. In a mixed-method approach, the data were collected using a closed questionnaire and two focus groups involving 76 lecturers an

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Mosquera, Gende Ingrid. "Empleo de la plataforma Edpuzzle para fomentar la autonomía y la autorregulación del alumnado en una universidad en línea." Etic@net. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento 24, no. 2 (2024): 499–521. https://doi.org/10.30827/eticanet.v24i2.31355.

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In an online university, developing students' autonomy and self-regulation is essential to promote their learning. In this educational environment, asynchronous proposals, such as the use of videos, acquire special relevance, since some of the mainreasons for choosing this model refer to its flexibility and ubiquity. In this sense, the so-called enriched videos are another resource for personalizing learning,an audiovisual accessibility tool that will allow studentsto establish their own work pace. In this research, the use of the video platform Edpuzzle is analyzed with students of the Degree

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Torvorapanit, Pattama, Surachai Leksuwankun, Rongpong Plongla, et al. "Enhancing knowledge of vascular pythiosis: Impact of a self-paced online course among Thai learners." PLOS Neglected Tropical Diseases 19, no. 4 (2025): e0013003. https://doi.org/10.1371/journal.pntd.0013003.

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Background Pythiosis caused by Pythium insidiosum, is a rare but deadly infectious disease that is often underrecognized. The disease has high morbidity and mortality rates, particularly in vascular forms where surgical resection is necessary. A previous study demonstrated low awareness and knowledge of vascular pythiosis among Thai medical personnel. There is an urgent need to improve disease recognition given that vascular pythiosis is very prevalent in Thailand. Methods This study aimed to enhance knowledge and disease recognition about vascular pythiosis among Thai medical personnel and th

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Alkhalaf, Afrah Khalaf. "University Students’ Perceptions and Practices of Online Co-construction of Digital Citizenship Competencies." International Journal of Emerging Technologies in Learning (iJET) 19, no. 08 (2024): 32–47. http://dx.doi.org/10.3991/ijet.v19i08.52543.

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Preparing students to engage in global discussions is essential in today’s world. As a result, instructors are increasingly interested in developing ways to enhance university students’ digital citizenship skills. This qualitative study explores methods to foster these skills through asynchronous online discussion activities, focusing on students’ behavior and feedback during and after the activities. Thematic analysis was used to evaluate data collected from the posts of 64 students in 10 groups and the transcript of focus groups and interviews. The findings highlight instructional strategies

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Fisher, Mercedes. "Online Collaborative Learning: Relating Theory to Practice." Journal of Educational Technology Systems 31, no. 3 (2003): 227–49. http://dx.doi.org/10.2190/jk54-ylpr-00r4-lpna.

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Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigat

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Mohammed, Abdalla Osman Mukhtar, Abdelrahman Mohammed Hamed Ahmed, and Abdelraheim Merghani Hassan Eithar. "A proposed Cutomized Scrum Framework for Sudanese Software Companies." Global Journal of Engineering and Technology Advances 18, no. 1 (2024): 009–17. https://doi.org/10.5281/zenodo.10947176.

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Scrum is recognized as one of the most promising and successful agile process models in the software industry. Wide recognition is based on his contribution to increased productivity, better collaboration, quick response to changing market needs and faster delivery of quality products. Although Scrum works better for small projects, practitioners face some challenges in implementing it in Sudanese software companies. Experts have tried to improve Scrum in ways that eliminate these shortcomings and limitations, but no company has been able to solve all the problems. The purpose of this study is

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Frazer, Christine, Debra Henline Sullivan, Deborah Weatherspoon, and Leslie Hussey. "Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality." Nursing Research and Practice 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/9374189.

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Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided

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Fong, Jie Ming Nigel, Li Ping Marianne Tsang, Nigel Choon Kiat Tan, Daniel Salcedo, and Kevin Tan. "Effective online large-group teaching in health professions education." Korean Journal of Medical Education 34, no. 2 (2022): 155–66. http://dx.doi.org/10.3946/kjme.2022.227.

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Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learn

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Shannon, Amanda, Aaron Skira, Ying Chen, and Matt Shreffler. "Evaluating the Impact of Information Literacy Workshops on Student Success." Evidence Based Library and Information Practice 20, no. 2 (2025): 59–73. https://doi.org/10.18438/eblip30698.

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Objective – This study was designed to identify the impact of standalone information literacy tutorials on student success indicators. The study was conducted in two different phases to compare findings across different modalities and to identify whether online, asynchronous delivery of substantively similar content affected outcomes. Methods – Using institutional records from a mid-sized, Midwestern public university, and attendance and completion data from student participation in asynchronous library workshops, the authors used propensity score matching to construct a control group that mir

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Nicolaou, Stella A., and Ioanna Petrou. "Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective." Education Sciences 13, no. 8 (2023): 850. http://dx.doi.org/10.3390/educsci13080850.

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PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and M

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Hajjar, David J., and John W. McCarthy. "Individuals Who Use Augmentative and Alternative Communication and Participate in Active Recreation: Perspectives From Adults With Developmental Disabilities and Acquired Conditions." American Journal of Speech-Language Pathology 31, no. 1 (2022): 375–89. http://dx.doi.org/10.1044/2021_ajslp-21-00179.

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Purpose: The aim of the study was to gather the perspectives and lived experiences of 10 adults who use augmentative and alternative communication (AAC) and participate in active recreation. Active recreational participation includes individual sports such as adaptive skiing, surfing, and cycling, as well as unified team sports such as soccer, bocce, and basketball. Method: This research involved a qualitative study with two separate asynchronous online focus groups each conducted over a 6-week span. The focus groups included literate individuals who use AAC and engage in active recreational p

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Wilson, Gail, Paula Myatt, and Jonathan Purdy. "Increasing access to professional learning for academic staff through open educational resources and authentic design." Journal of University Teaching and Learning Practice 15, no. 2 (2018): 50–66. http://dx.doi.org/10.53761/1.15.2.5.

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This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers

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Kahlow, Jessica, Hanna Klecka, and Erin Ruppel. "What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review." Review of Communication Research 8 (2020): 51–77. http://dx.doi.org/10.12840/issn.2255-4165.023.

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Conflict has been a topic widely studied in communication and management studies literature. How groups handle conflict can affect group performance, satisfaction, and commitment (Martínez-Moreno, González-Navarro, Zornoza, & Ripoll, 2009; Pazos, 2012; Staples & Webster, 2007; Workman, 2007). Much of this literature focuses on online, task-oriented work groups, and how these groups differ from face-to-face (F2F) groups. However, hybrid groups (i.e., those that work both F2F and online) are increasingly common. To better understand conflict in hybrid groups, we review 68 articles regard

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Potts, Jessica Alison. "Profoundly Gifted Students’ Perceptions of Virtual Classrooms." Gifted Child Quarterly 63, no. 1 (2018): 58–80. http://dx.doi.org/10.1177/0016986218801075.

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The intent of this case study is to understand profoundly gifted students’ perceptions of virtual programs. The participants for this study were five profoundly gifted students who were enrolled in a fully virtual writing course hosted by a school that serves the profoundly gifted population. The researcher gathered data via asynchronous focus groups on an online discussion board, observations of synchronous sessions in their virtual classroom, and individual interviews with the participants. The participants reported a preference for frequent interactions with classmates and the instructor, b

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Ferguson, Rebecca. "Use of Visual Analysis to Investigate Networked Learning in Online Forums." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 81–88. http://dx.doi.org/10.54337/nlc.v8.9075.

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Asynchronous online forums such as FirstClass are frequently used in many educational settings to link networks of learners. They offer opportunities for knowledge-building dialogue and for the exchange of learning resources, but many students struggle to make effective use of them. Researchers have therefore been concerned to investigate how learners successfully build knowledge together in online forums and which skills and literacies are likely to help users to learn in these environments. To date, much of this research has focused on the textual elements of online forum dialogue. This pape

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Zhakupov, Nursultan Ruslanovich, Ainur Seitkhanova, and Alexander Dakhin. "Development of a multilingual online course with the language support for teaching physics in English." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 752. http://dx.doi.org/10.11591/ijere.v13i2.26803.

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<span lang="EN-US">Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English

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Zhakupov, Nursultan Ruslanovich, Ainur Seitkhanova, and Alexander Dakhin. "Development of a multilingual online course with the language support for teaching physics in English." Development of a multilingual online course with the language support for teaching physics in English 13, no. 2 (2024): 752–58. https://doi.org/10.11591/ijere.v13i2.26803.

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Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English with the necessary langu

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Kogan, Jennifer R., Lisa N. Conforti, and Eric S. Holmboe. "Faculty Perceptions of Frame of Reference Training to Improve Workplace-Based Assessment." Journal of Graduate Medical Education 15, no. 1 (2023): 81–91. http://dx.doi.org/10.4300/jgme-d-22-00287.1.

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ABSTRACT Background Workplace-based assessment (WBA) is a key assessment strategy in competency-based medical education. However, its full potential has not been actualized secondary to concerns with reliability, validity, and accuracy. Frame of reference training (FORT), a rater training technique that helps assessors distinguish between learner performance levels, can improve the accuracy and reliability of WBA, but the effect size is variable. Understanding FORT benefits and challenges help improve this rater training technique. Objective To explore faculty's perceptions of the benefits and

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Abou Saeed, Murad, Kamila Ghazali, Sakina S. Suffian Sahuri, and Mohammed Abdulrab. "Engaging EFL Learners in Online Peer Feedback on Writing: What Does It Tell Us?" Journal of Information Technology Education: Research 17 (2018): 039–61. http://dx.doi.org/10.28945/3980.

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Aim/Purpose: The current case study aimed to investigate the engagement of nine English as foreign language (EFL) learners in online peer feedback on writing in a Facebook group. Specifically, the study focused on the issues of writing addressed in peer feedback and the learners’ perception of peer feedback in the Facebook group. Background: Peer feedback on writing has attracted the attention of many researchers and instructors of writing in English as second/foreign language (ESL/EFL) contexts. More recently, the application of synchronous and asynchronous technologies, including Facebook, h

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Defianty, Maya, and Kate Wilson. "EMERGENCY REMOTE TEACHING IN INDONESIA: A MISSED OPPORTUNITY FOR GREATER LEARNER AUTONOMY." TEFLIN Journal-A publication on the teaching and learning of English 34, no. 1 (2023): 21. http://dx.doi.org/10.15639/teflinjournal.v34i1/21-38.

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The sudden switch to learning from home during the COVID-19 pandemic impacted teachers across the world. In Indonesia, schools were closed from early March 2020 onwards. This paper presents the findings of a qualitative research project that investigated how Indonesian teachers of English responded to the challenges of Emergency Remote Teaching (ERT) and whether ERT would lead to greater learner autonomy. Ten teachers responded to an invitation to participate in focus groups and individual interviews on Zoom and to contribute examples of their lesson plans from the lockdown period. All teacher

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Taylor, Helen. "Beyond box ticking: Recognizing the power of choice for creating genuine opportunities for developmental observations." International Journal of English for Academic Purposes: Research and Practice 5, no. 1 (2025): 85–108. https://doi.org/10.3828/ijeap.2025.6.

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The pre-sessional team at a university in the Midlands (U.K.) trialled a new observation approach in which teachers had a choice between three observation types: online seen live (synchronous); online seen recorded (asynchronous); and unseen. This presented the opportunity to consider what impact, if any, the type of observation has on observer and observee perceptions and experiences of lesson observations. Perceptions of the observations were collected via focus groups and interviews and were analyzed using a pragmatic version of grounded theory (Barbour, 2018). Preliminary findings suggest

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Walters, Suzan M., Wong Pui Li, Rumana Saifi, et al. "Barriers and Facilitators to Implementing Project ECHO in Malaysia During the COVID-19 Pandemic." Journal of the International Association of Providers of AIDS Care (JIAPAC) 21 (January 2022): 232595822211285. http://dx.doi.org/10.1177/23259582221128512.

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Objective: In Malaysia, HIV is concentrated among key populations who experience barriers to care due to stigma and healthcare discrimination. The COVID-19 pandemic has increased barriers to healthcare. Project ECHO (Extension for Community Healthcare Outcomes) is a transformative tele-education strategy that could improve HIV prevention and treatment. Methods: Practicing physicians who were aged 18 years or older and had internet access participated in asynchronous online focus groups. Results: Barriers to Project ECHO were conflicting priorities, time constraints, and technology. Facilitator

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Ranieri, Veronica, Andrea Sem Stoltenberg, Elena Pizzo, et al. "COVID-19 welbeing study: a protocol examining perceived coercion and psychological well-being during the COVID-19 pandemic by means of an online survey, asynchronous virtual focus groups and individual interviews." BMJ Open 11, no. 1 (2021): e043418. http://dx.doi.org/10.1136/bmjopen-2020-043418.

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IntroductionThe COVID-19 pandemic has resulted in many countries applying restrictive measures, such as lockdown, to contain and prevent further spread. The psychological impact of lockdown and working as a healthcare worker on the frontline has been chronicled in studies pertaining to previous infectious disease pandemics that have reported the presence of depressive symptoms, anxiety, insomnia, and post-traumatic stress symptoms. Potentially linked to psychological well-being and not yet studied is the possibility that lockdown and working on the frontline of the pandemic are associated with

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Ranieri, Veronica, Eilis Kennedy, Martine Walmsley, Doug Thorburn, and Kathy McKay. "Rare but heard: using asynchronous virtual focus groups, interviews and roundtable discussions to create a personalised psychological intervention for primary sclerosing cholangitis: a protocol." BMJ Open 9, no. 10 (2019): e031417. http://dx.doi.org/10.1136/bmjopen-2019-031417.

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IntroductionPrimary sclerosing cholangitis (PSC) is a rare and chronic disease characterised by inflammation and fibrosis of the liver’s bile ducts. There is no known cause or cure for the illness, which often progresses to end-stage liver disease requiring liver transplantation. Symptoms of PSC can be very burdensome on those living with the illness, leading to restrictions in daily living, as well as a greater risk of colorectal and biliary tract cancers. Limited voices from lived experience suggest that living with PSC can cause considerable psychological distress. This study, therefore, ai

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Varlakova, Ekaterina, Elena Bugreeva, Anna Maevskaya, and Yulia Borisova. "Instructional Design of an Integrative Online Business English Course for Master’s Students of a Technical University." Education Sciences 13, no. 1 (2022): 41. http://dx.doi.org/10.3390/educsci13010041.

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The article deals with the instructional design of an integrative Business English course for master’s students of a technical university (a case study of the Saint Petersburg Mining University) for blended and/or flexible learning. The main goal is to design a course that can be used as a full-fledged online course in asynchronous learning and is at the same time adjustable to the existing offline Business English course. The research uses methods such as observation, focus groups, surveying, empirical research and analytical and descriptive methods. The authors see a solution in a special in

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Mohammed Abdalla Osman Mukhtar, Ahmed Abdelrahman Mohammed Hamed, and Eithar Abdelraheim Merghani Hassan. "A proposed Cutomized Scrum Framework for Sudanese Software Companies." Global Journal of Engineering and Technology Advances 18, no. 1 (2024): 009–17. http://dx.doi.org/10.30574/gjeta.2024.18.1.0259.

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Scrum is recognized as one of the most promising and successful agile process models in the software industry. Wide recognition is based on his contribution to increased productivity, better collaboration, quick response to changing market needs and faster delivery of quality products. Although Scrum works better for small projects, practitioners face some challenges in implementing it in Sudanese software companies. Experts have tried to improve Scrum in ways that eliminate these shortcomings and limitations, but no company has been able to solve all the problems. The purpose of this study is

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Stroud, Austin M., Sarah A. Minteer, Xuan Zhu, Jennifer L. Ridgeway, Jennifer E. Miller, and Barbara A. Barry. "Patient information needs for transparent and trustworthy cardiovascular artificial intelligence: A qualitative study." PLOS Digital Health 4, no. 4 (2025): e0000826. https://doi.org/10.1371/journal.pdig.0000826.

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As health systems incorporate artificial intelligence (AI) into various aspects of patient care, there is growing interest in understanding how to ensure transparent and trustworthy implementation. However, little attention has been given to what information patients need about these technologies to promote transparency of their use. We conducted three asynchronous online focus groups with 42 patients across the United States discussing perspectives on their information needs for trust and uptake of AI, focusing on its use in cardiovascular care. Data were analyzed using a rapid content analys

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Morhardt, Darby, Angela Roberts, Alyssa Penn, et al. "PPA Tele-Savvy: Developing an Online Intervention with Caregivers of Persons with Primary Progressive Aphasia." Innovation in Aging 5, Supplement_1 (2021): 805–6. http://dx.doi.org/10.1093/geroni/igab046.2965.

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Abstract Primary progressive aphasia (PPA) typically results from a neurodegenerative disease such as frontotemporal lobar degeneration or Alzheimer’s disease and is characterized by a progressive loss of specific language functions with relative sparing of other cognitive domains until later stages when widespread cognitive decline consistent with generalized dementia is more prevalent. PPA tends to appear earlier than most dementias, in late middle-age, and can result in a high degree of psychological and economic burden for the family. Thematic analysis of PPA caregiver studies reveal famil

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Liu, Yeqiu, and Athipat Cleesuntorn. "The Effectiveness of Synchronous and Asynchronous Blended Teaching Plan for Preschool Education Major Students at The Institute of Teacher Education in Ningxia Province, People Republic of China." International Journal of Sociologies and Anthropologies Science Reviews 3, no. 6 (2023): 129–44. http://dx.doi.org/10.60027/ijsasr.2023.3442.

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Background and Aims: In recent years, the role of choral conducting courses in China's basic education has been receiving more and more attention. A sudden increase in the demand for chorus and conducting courses in primary school has led to a shortage of teachers in this professional field in underdeveloped areas such as Ningxia. To efficiently train more primary school teachers who possess choral conducting skills for basic education has become the primary focus of colleges and universities offering primary school education majors. The purpose of this article is to explore whether synchronou

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Van Niekerk, Karin, Raashmi Balbadhura, Daleen Castelijn, Jenna D'Oliviera, Henry Msimango, and Kitty Uys. "The lived experiences of South African occupational therapists regarding the impact of COVID-19 pandemic on their wellness." South African Journal of Occupational Therapy 53, no. 3 (2023): 45–53. http://dx.doi.org/10.17159/2310-3833/2023/vol53n3a6.

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Introduction: The Covid-19 pandemic impacted the wellness of health professionals around the world. In order to ensure that healthcare systems are sustainably able to provide services during times of emergency, the health and wellness of health professionals should be safeguarded. The researchers were interested in exploring the impact of the first wave of the pandemic on the holistic wellness of South African occupational therapists and to identify strategies therapists employed to facilitate their own wellness. Method: The study followed a qualitative research design with phenomenological ch

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Whiffin, Charlotte J., Brandon G. Smith, Ignatius N. Esene, et al. "Neurosurgeons’ experiences of conducting and disseminating clinical research in low- and middle-income countries: a qualitative study protocol." BMJ Open 10, no. 8 (2020): e038939. http://dx.doi.org/10.1136/bmjopen-2020-038939.

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IntroductionLow-income and middle-income countries (LMICs) face the greatest burden of neurotrauma. However, most of the research published in scientific journals originates from high-income countries, suggesting those in LMICs are either not engaging in research or are not publishing it. Evidence originating in high-income countries may not be generalisable to LMICs; therefore, it is important to nurture research capacity in LMICs so that a relevant evidence base can be developed. However, little is published about specific challenges or contextual issues relevant to increasing research activ

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Bennett, James. "A realist evaluation of the national New to Practice GP Fellowship programme." British Journal of General Practice 75, suppl 1 (2025): bjgp25X741681. https://doi.org/10.3399/bjgp25x741681.

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BackgroundThe national new to practice GP fellowship programme in England was commissioned as an innovative educational intervention to help address the recruitment and retention crisis of GPs in the primary care workforce. It funded time away from practice for newly qualified GPs for up to 2 years. In 2024 the decision was made to cease funding the programme with no planned alternative. There has yet to be any work evaluating this programme nationally.AimUsing a realist evaluation approach to improve understanding of how, why and in what context the national new to practice GP fellowship prog

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Whiffin, Charlotte Jane, Brandon George Smith, Ignatius N. Esene, et al. "Neurosurgeons’ experiences of conducting and disseminating clinical research in low-income and middle-income countries: a reflexive thematic analysis." BMJ Open 11, no. 9 (2021): e051806. http://dx.doi.org/10.1136/bmjopen-2021-051806.

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ObjectivesLow-income and-middle-income countries (LMICs) are increasing investment in research and development, yet there remains a paucity of neurotrauma research published by those in LMICs. The aim of this study was to understand neurosurgeons’ experiences of, aspirations for, and ability to conduct and disseminate clinical research in LMICs.DesignThis was a two-stage inductive qualitative study situated within the naturalistic paradigm. This study committed to an interpretivist way of knowing (epistemology), and considered reality subjective and multiple (ontology). Data collection used on

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Quintana, Yuri, David Einstein, Robin Joyce, et al. "Accelerating Learning Health Systems Using Alicanto Collaboration Platforms." JCO Global Oncology 8, Supplement_1 (2022): 62. http://dx.doi.org/10.1200/go.22.68000.

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PURPOSE Global health challenges require systematic approaches that bring together a wide range of stakeholders and experts unevenly distributed worldwide. We saw an even greater need to find novel ways to collaborate during the pandemic due to limited in-person meetings and travel restrictions. The purpose of this project is to accelerate collaborations in learning health systems with online technologies to improve communication, education, and knowledge management. METHODS We developed Alicanto Cloud, an online collaboration platform for healthcare professionals to support learning health sy

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Finucane, Anne, Nicholas J. Hulbert-Williams, Brooke Swash, Juliet A. Spiller, Brigid Lydon, and David Gillanders. "Research Evaluating Staff Training Online for Resilience (RESTORE): Protocol for a single-arm feasibility study of an online Acceptance and Commitment Therapy intervention to improve staff wellbeing in palliative care settings." AMRC Open Research 3 (June 22, 2022): 26. http://dx.doi.org/10.12688/amrcopenres.13035.2.

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Background: Palliative care staff commonly experience workplace stress and distress. General stressors include unmanageable workloads and staff shortages. Stressors specific to palliative care include regular exposure to death, loss and grief. The COVID-19 pandemic exacerbated exhaustion and burnout across the healthcare system, including for those providing palliative care. Evidence based psychological support interventions, tailored to the needs and context of palliative care staff, are needed. Acceptance and Commitment Therapy (ACT) is an established form of cognitive behavioural therapy wh

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Finucane, Anne, Nicholas J. Hulbert-Williams, Brooke Swash, Juliet A. Spiller, Brigid Lydon, and David Gillanders. "Research Evaluating Staff Training Online for Resilience (RESTORE): Protocol for a single-arm feasibility study of an online Acceptance and Commitment Therapy intervention to improve staff wellbeing in palliative care settings." AMRC Open Research 3 (November 18, 2021): 26. http://dx.doi.org/10.12688/amrcopenres.13035.1.

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Background Palliative care workers commonly experience workplace stress and distress. General stressors include unmanageable workloads and staff shortages. Stressors specific to palliative care include regular exposure to death, loss and grief. The COVID pandemic exacerbated exhaustion and burnout across the healthcare system, including for those providing palliative care. Evidence based psychological support interventions, tailored to the needs and context of palliative care workers, are needed. Acceptance and Commitment Therapy (ACT) is an established form of cognitive behavioural therapy wh

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Veche, Bogdan. "COMPENSATING FOR THE IMMATERIAL. A LEXICAL AND SEMANTIC ANALYSIS OF AMERICAN BANK SLOGANS." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (2021): 336–43. http://dx.doi.org/10.47535/1991auoes30(1)037.

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The aim of this paper is to conduct a lexical and semantic analysis of bank slogans in order to shed light on how the immaterial character of financial services as well as the channel of communication – in this instance the Internet – influence the choice of vocabulary. We chose to focus on the case of the United States of America as there is an online index of over five thousand existing banks with links to their websites if they have a presence online. This allowed us to create a database of over fourteen hundred slogans from as many banks. The methodology, described in the first part of the

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." Issues in Informing Science and Information Technology 18 (2021): 141–59. http://dx.doi.org/10.28945/4795.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from t

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Chamo, Nurit, Liat Biberman-Shalev, and Orit Broza. "‘Nice to Meet You Again’: When Heutagogy Met Blended Learning in Teacher Education, Post-Pandemic Era." Education Sciences 13, no. 6 (2023): 536. http://dx.doi.org/10.3390/educsci13060536.

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Heutagogy and blended learning (BL) are core concepts in the educational discourse post-COVID-19. Conducting a mixed-methods study, we investigate meeting points between heutagogy principles and BL in the context of curricular change in the academic timetable of teacher education college, where pre-COVID most courses have been taught face-to-face (F2F). At present, teacher educators and students meet F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. Data have been collected by a closed-ended questionnaire and two focus groups, involv

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Rolls, Kaye Denise, Margaret Mary Hansen, Debra Jackson, and Doug Elliott. "Why Health Care Professionals Belong to an Intensive Care Virtual Community: Qualitative Study." Journal of Medical Internet Research 21, no. 11 (2019): e14068. http://dx.doi.org/10.2196/14068.

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Background Clinical practice variation that results in poor patient outcomes remains a pressing problem for health care organizations. Some evidence suggests that a key factor may be ineffective internal and professional networks that limit knowledge exchange among health care professionals. Virtual communities have the potential to overcome professional and organizational barriers and facilitate knowledge flow. Objective This study aimed to explore why health care professionals belong to an exemplar virtual community, ICUConnect. The specific research objectives were to (1) understand why mem

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