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The systematic review in this study focuses on questionnaire-based quantitative and qualitative studies that focus on the role of massive open online courses (MOOCs) in teacher professional development, with a concentration on the COVID-19 lockdown period. Sixteen studies were selected to be included in this systematic review based on the inclusion and exclusion criteria. The study was designed to answer four main questions: (a) how have MOOCs been used in teacher professional development during the COVID-19 crisis? (b) what are teachers' perspectives toward using MOOCs for professional development? (c) what teacher skills reported as critical in those studies can be improved using MOOCs? and (d) what challenges faced by teachers during the use of MOOCs for training are reported in those studies? The results of this review reveal that (i) MOOCs were used to support teachers moving online, improve their personal skills during that crisis, and allow them to meet teachers in different areas and share their experience through online camps; (ii) teachers viewed a set of positive and negative aspects of the available MOOCs, and they addressed some criticisms of the available MOOCs and factors that may impact the success of MOOCs; (iii) MOOCs during the COVID-19 pandemic focused on developing three types of skills in teachers: online teaching skills, personal skills, and specialization skills; and (iv) financial and technical challenges, the quality of the available MOOC content, and the lack of time combined with their duties during that time are the most critical challenges teacher faced.

This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost.

Empirically supported treatments (ESTs) now exist for a variety of psychological disorders; however, few individuals have access to these treatments and even fewer receive them in well delivered form. This has been termed the research-practice gap. It is likely that a combination of factors contribute to individuals not receiving good quality ESTs. One major reason is the limited availability of effective training in these treatments. Although many therapists wish to learn such treatments, they seldom have the opportunity as training relies on scarce expert resources and is costly. Furthermore, relatively little is known about the effectiveness of this method or how best to train clinicians: despite having evidence-based treatments, there are no evidence-based trainings. This dissertation examined one example of an EST - enhanced cognitive behavior therapy for eating disorders (CBT-E) - with the overarching aim of evaluating both existing, and commonly accepted, training methods, as well as, newly developed more scalable ones. How best to train clinicians in CBT for eating disorders has not been investigated previously. The Kirkpatrick training evaluation framework was adopted to guide the studies. Chapter One provided an overview of the research-practice gap with a particular emphasis on the obstacles faced in training therapists. Chapter Two reviewed the literature on training in ESTs and highlighted gaps in the research evidence and areas for improvement in future studies. An important conclusion was that, although studies varied in design and the precise form and content of the training investigated, results were mostly consistent in indicating that knowledge and skills tended to improve following training. However, the outcome measures used to assess training were often poorly described with unknown psychometric properties. Perhaps most importantly the lack of clearly defined competence cut-points made interpretation difficult. In addition, much of the training investigated had limitations in terms of scalability. Chapters Three, Four and Five, aimed to overcome some of these difficulties and provided a series of studies investigating training in CBT-E. Chapter Three employed qualitative methods to investigate trainees' reaction to conventional workshop and more scalable web-based training and found that although trainees enjoyed training, they had a variety of reasons for not planning to implement the treatment as learned. Chapters Four and Five evaluated the impact of different forms of training on knowledge and skill acquisition respectively. Training in CBT-E was associated with increases in knowledge especially when paired with supervision or scalable guidance, which proved feasible and acceptable to clinician trainees. The results for skill acquisition were less clear, but the new scalable online training was associated with therapists achieving competence. Finally Chapter Six discussed the broader implications of the work and highlighted areas for future research.

El tiempo se ha convertido en una de las preocupaciones diarias de los adultos y las posibilidades de qué hacer con él, si el día tuviera más horas, en un sueño inalcanzable. La vida agitada que conlleva tener una rutina diaria entre el trabajo, los estudios y el hogar, deja al ser humano en un bucle interminable de acciones que solo logran estresarlos más. Entonces, ¿cómo transformar esas vidas que normalmente se encuentran reactivas al cambio? El camino al autoconocimiento y al equilibrio personal solo son posibles a través del movimiento, relajación y una alimentación consciente. Actualmente, las empresas de nuestro país que ofrecen opciones para llevar una vida saludable y activa se enfocan en actividades tradicionales dictadas en un local físico con ejercicios estándares. La presente investigación, tiene como objetivo descubrir las preferencias de un entrenamiento que integre el área física, mental y alimentación consciente desde una plataforma online para que los usuarios accedan a los talleres desde donde se encuentren y cuando quieran. Con esta finalidad, se diseñó una metodología mixta, a través de la técnica cuantitativa (encuesta y PMV) y cualitativa (entrevista semiestructurada) a un público limeño entre 25 y 35 años, con la finalidad de validar la viabilidad del proyecto. Los resultados arrojaron que el proyecto responde a la demanda de los talleres online propuestos; pero también nos deja el desafío constante de agregar otros talleres de acuerdo a la tendencia y preferencia, bajo la misma filosofía del proyecto. / Time has become a daily concern for adults and the possibilities of what to do with it –if the day had more hours– are an unreachable dream. The hurried lifestyle that comes with having a daily routine between work, studies and home, leaves the human being in an endless loop of events that only make them more stressed. So how do we transform those lives that normally are reactive to change? The path to self-knowledge and personal balance is only possible through movement, relaxation and mindful eating. Nowadays, the companies in our country that offer options to lead a healthy and active life, focus on traditional activities located in a establishment with standard exercises. This research aims to discover the preferences of a training that integrates the physical, mental and mindful eating area from an online platform so that users can access the workshops wherever they are and whenever they want. For this purpose, it was designed a mixed methodology, through the quantitative technique (survey and MVP) and qualitative (semi-structured interview) to an audience of Lima residents between 25 and 35 years old, in order to validate the viability of the project. The results showed that the project responds to the demand of the proposed digital workshops; but it also leaves us the constant challenge of adding other workshops according to the tren and preference in order to the same philosophy of the project / Trabajo de investigación

The following report discusses the design, development, and evaluation of an online training on customer acquisition of telephone customers for a telecommunications company called ACN. The report includes a description of the following elements of the project: (a) the need and purpose for the instruction, (b) the target audience of the instruction, (c) the methodology and rationale for the design of the instruction based on relevant literature, (d) an existing materials search, (e) the instructional materials, (f) the evaluation, (g) the critique, (h) the schedule, and (i) the final budget report. The instruction was found to effectively teach learners the intended objectives which related to understanding the ACN approach to customer acquisition and how to answer common customer questions. Learners in the small group test gained an average of 58.8% on the posttest following completion of the instruction. In addition, qualitative feedback from learners was positive, with all of the learners suggesting that the instruction was helpful, well organized, and accessible. Content experts indicated that the instruction complemented the current ACN training system and that the essential content was covered in a logical manner, and design experts indicated that proper instructional design and web-based training principles were implemented.

Background: Police officers are at high risk for mental and physical health problems and suicidal ideation. The specific risk factors are numerous and concern stressful missions and administrative aspects of the police profession. So far, the police get only little training on specific missions as well as on coping with stress and suicidal ideation in the police profession. In this study we test the efficacy of the online training COPS (Coping with Suicide) for police officers. Methods: A total of 142 police officers fromGermany and Switzerland participated in the study; complete data (baseline and post) are available from 102 participants. The training consisted of three modules covering the topics of delivering death notifications, dealing with individuals with suicidal ideation and dealing with one’s own distress and suicidal ideation in the police profession. The primary outcomes are perceived knowledge and self-rated competence regarding the contents of the program, actual knowledge as well as symptoms of depression and anxiety (PHQ-9), and attitudes toward suicide (ATTS). The data are collected at baseline and after completing the training. Results: We found a significant increase in knowledge as well as in perceived competence after completing the training. Mental health and attitudes toward suicide did not change significantly. Years on the job had no moderating effect on the effectiveness of the training. Discussion: The results suggest that a short e-learning program significantly improves knowledge and self-rated competence in delivering death notifications, in suicide prevention and stress management. It can be easily integrated into the daily routine of police-officers, and participants could participate at their own pace and from any location. One limitation of this study is the lack of a control-group. Further advantages and limitations of this study are discussed.

A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD. In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.

In our sedentary society, physical inactivity has become the biggest public health concern of the 21st century. In addition to physical health promotion, physical activity has been associated with a number of positive psychological and social outcomes. Psychologists are well positioned to provide physical activity counseling and may have ethical obligations to address physical activity with their clients. Training the next generation of psychologists about the role of physical activity and health is critical to ensure best practices in graduate education. Researchers have cited insufficient training as a barrier to integrating physical activity into clinical work, yet little is known about effective training in physical activity counseling. One way to address these barriers is to employ an online-based training program allowing greater accessibility for doctoral psychology students across the United States. This exploratory study evaluated the effectiveness of a constructivist online interactive intervention, and compared it with a more traditional online content intervention and a control group, for enhancing doctoral psychology students’ self-efficacy in using physical activity counseling. It was hypothesized that 1) online interactive intervention would enhance self-efficacy, knowledge, and use of physical activity counseling compared to the online content intervention; and 2) both of these active treatments would yield improvements in physical activity counseling outcomes (e.g. self-efficacy, knowledge of health benefits of exercise, practice of physical activity counseling with clients, and personal level physical activity) compared with a control group. Results partially supported the original hypotheses. Mixed ANCOVA analyses indicated that participants in both intervention groups showed more self-efficacy at post-intervention assessment compared to their control group peers but the interactive intervention was not more effective than the content based intervention. Participants in the intervention groups demonstrated more targeted knowledge of physical activity counseling at post-intervention compared to their control group peers. No differences were found in the practice of physical activity counseling with clients post intervention. This study indicates there may be promise in using online platforms for enhancing physical activity counseling self-efficacy among psychologists in training. Future studies should continue to assess the effectiveness of physical activity counseling and refine training interventions to examine the effects of such interventions among the next generation of psychologists.

Made available in DSpace on 2016-04-28T18:22:33Z (GMT). No. of bitstreams: 1 Maria Glalcy Fequetia.pdf: 852136 bytes, checksum: 58a0816e1dae23193a7c6d3063aaca23 (MD5) Previous issue date: 2012-06-18 / Secretaria da Educação do Estado de São Paulo / Technological advances have brought about a revolution in education. The advantages resulting from the distance learning, temporal ruptures and spacers have been established as key factors for professionals who seek an online course, an alternative to the continuity of their education. Moreover, following this movement, there is a major challenge in the permanence and completion of these courses by individuals. The purpose of this research was to study about the phenomenon of giving up by analyzing the messages of the course participants leavers of Contemporary Reading and Writing Practices offered online for learning supervisors, technical-pedagogical assistants (ATPs), coordinators and teachers of Secondary and High Schools of the São Paulo, Brazil, state school system. The theoretical lens that guided this study was divided into three parts: the first one related to the processes of Reculturing , Restructuring and Retiming proposed by Fullan (1996.1997); the second one related to the development of autonomy and processes of change from studies of Freire (1996), Nicolaides (2003), Sprenger (2004), Benson (2006, 2007, 2008, 2011) and Collins (2008); and the third one related to the question of time as a problematizing factor. Through a qualitative analysis of messages, it was possible to observe what conflicts in Reculturing, Restructuring and Retiming put themselves as providers of the phenomenon of giving up and the connections between these processes, the development of autonomy and the time factor. It was also possible, through these links, to map a set of conceptions of what would to study online: which postures are more appropriate, structural requirements which must be fulfilled, which the modes of interaction are more effective for each context, and more / Os avanços tecnológicos têm propiciado uma revolução no campo educacional. As facilidades advindas do ensino a distância , as rupturas temporais e distanciais têm se consolidado como fatores decisivos pelos profissionais que procuram, num curso online, uma alternativa para a continuidade de sua formação. Por outro lado, acompanhando esse movimento, nota-se um desafio muito grande na permanência e conclusão desses cursos pelos indivíduos. Esta pesquisa teve como objetivo um estudo sobre o fenômeno da desistência através da análise das mensagens de participantes desistentes do curso Práticas de Leitura e Escrita na Contemporaneidade, oferecido na modalidade online para supervisores de ensino, assistentes técnico-pedagógicos (ATPs), professores-cordenadores (PCs) e professores do Ensino Fundamental II e Ensino Médio da rede pública estadual de São Paulo. A lente teórica que orientou este trabalho foi divida em três partes: a primeira em relação aos processos de Reculturação, Reestruturação e Reorganização Temporal propostos por Fullan (1996,1997); a segunda em relação ao desenvolvimento da autonomia e os processos de mudança a partir dos estudos de Freire (1996), Nicolaides (2003), Sprenger (2004), Benson (2006, 2007, 2008, 2011) e Collins (2008); e a terceira em relação à questão do tempo como fator problematizador. Através de uma análise qualitativa das mensagens, foi possível verificar que conflitos nos processos de Reculturação, Reestruturação e Reorganização Temporal colocam-se como propiciadores do fenômeno da desistência e quais as ligações entre esses processos, o desenvolvimento da autonomia e o fator tempo. Foi possível também ,através dessas ligações, mapear um conjunto de concepções do que seria o estudar online: quais posturas são mais adequadas, quais necessidades estruturais devem ser atendidas, quais os modos de interação mais efetivos para cada contexto, entre outros