People with knee Osteoarthritis (OA) often develop negative psychosocial beliefs like pain catastrophizing and fear avoidance that can interfere with engagement in physical activity and adherence to exercise. This can lead to further pain and disability since exercise and physical activity are the first line treatment for knee OA. Therefore, there is a need for interventions that address negative psychosocial beliefs related to exercise and low adherence along with addressing physical impairments of knee OA. This dissertation examined the safety, feasibility, and acceptability of a novel telehealth mindful exercise intervention for people with knee OA. The mindful exercise intervention trains individuals to incorporate concepts of mindfulness into strengthening exercises recommended for knee OA. The intervention was delivered via telehealth to facilitate access. Study 1 used a decentralized randomized controlled trial (RCT) of mindful exercise (n=21) vs. exercise alone (n=19) in people with knee OA. Mindful exercise was safe with 0 adverse events (vs. 4 in exercise group) and lower use of oral analgesics. The design was feasible for recruitment and retention, but adherence was suboptimal (53% in mindful exercise group) and the cohort was not racially diverse. Participants in the mindful exercise group reported larger clinically meaningful improvements in pain intensity, interference, catastrophizing, quality of life, and global assessment of knee OA compared to the exercise group. Study 2 was to qualitatively determine the acceptability of the mindful exercise intervention. Participants in the mindful exercise group of the RCT (n = 13 of 21) participated in individual interviews that were informed by the Theoretical Framework of Acceptability. Participants valued the content (exercise and mindfulness) and format (telehealth, group) of the intervention. Areas for further refinement included exercise selection and equipment, additional support and education on mindfulness, and greater flexibility with timing and nature of intervention sessions. Study 3 investigated the association between telehealth satisfaction and ehealth literacy in both groups. Participants in this cohort had high ehealth literacy (mean = 31.3 on a 8–40 scale) at baseline and high satisfaction with telehealth (mean = 5.6 on a 1–7 scale) at the end of the intervention. There was no association between ehealth literacy and telehealth satisfaction (R2=0.01, p=0.61). In conclusion, telehealth mindful exercise could be a safe and feasible intervention for people with knee OA. However, further refinement to improve adherence and acceptability are needed prior to efficacy studies.

Yes / An increasing demand for care homes in the UK, has necessitated the evaluation of innovative methods for delivering more effective health care. Videoconferencing may be one way to meet this demand. However, there is a lack of literature on the provision of videoconferencing in England. This mixed-methods study aimed to map current attitudes, knowledge and provision of videoconferencing in the Yorkshire and Humber region of England. Qualitative interviews with care home managers, a scoping review and field notes from a Special Interest Group (SIG) informed the development of a descriptive convenience survey which was sent out to care home managers in the Yorkshire and Humber region of England. The survey had a 14% (n = 124) response rate. Of those who responded, 10% (n = 12) reported using videoconferencing for health care; with over 78% (n = 97) of respondents’ care homes being based in urban areas. Approximately 62% (n = 77) of the 124 respondents had heard of videoconferencing for health care provision. Of those who reported not using videoconferencing (n = 112), 39% (n = 48) said they would consider it but would need to know more. The top ranked reason for not introducing videoconferencing was the belief that residents would not be comfortable using videoconferencing to consult with a healthcare professional. The main reason for implementation was the need for speedier access to services. Those already using videoconferencing rated videoconferencing overall as being very good (50%) (n = 6) or good (42%) (n = 5). Those who were not using it in practice appeared sceptical before implementing videoconferencing. The main driver of uptake was the home’s current access to and satisfaction with traditionally delivered health care services. / The Abbeyfield Research Foundation, grant number 2

Extended Reality (XR) is an upcoming field of technology that has garnered interest from researchers in the last few decades. This increased interest is largely due to the development of powerful hardware like the Microsoft HoloLens, Oculus Quest and the Magic Leap. Several companies like Microsoft, Meta Platforms, Apple and Nvidia are touting the rise of a new "metaverse'' - the next generation of the internet, that will blur the lines between physical and virtual presence. This thesis explores the use of web-based XR platforms in Computer-Supported Cooperative Work (CSCW) as an alternative to contemporary video conferencing tools. We conducted a user study with 15 subjects to evaluate web-based XR platforms (Mozilla Hubs) with video conferencing (Zoom) and examined subject attention and success in remote collaborative tasks. We also proposed a new system design to support embodied interactions in XR. This system was tested by measuring the communication latency between two collaborators separated by varying distances. Our system performance evaluation suggests the feasibility of support embodied interactions, with a minimal latency of 120ms across a distance of 4700 miles. / Master of Science / Extended Reality (XR) is changing the way we interact with digital content. In 2021, several companies like Microsoft, Meta Platforms, Apple and Nvidia are developing devices that allow users to physically interact with virtual content in 3-dimensional space. These technologies bring with them the promise of better remote communication and collaboration. Users will be able to enter these 3d virtual spaces as avatars and will be able to interact with digital media just like they would with real world objects. This thesis explores the use of web-based XR platforms in supporting remote collaboration as an alternative to contemporary video conferencing tools. We conducted a user study with 15 subjects to compare differences in web-based XR platforms (Mozilla Hubs) with video conferencing (Zoom). We proposed and evaluated a new system design to support more natural and intuitive interactions in XR. This system was tested by measuring the communication latency between two collaborators separated by varying distances. Our system performance evaluation suggests the feasibility of support embodied interactions, with a minimal latency of 120ms across a distance of 4700 miles.

This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all learners. Furthermore, the effectiveness of these media depends on several factors: the instructor, the course structure, the learners' learning styles, the quality and quantity of interaction between learners and the instructor, and whether technological problems interfere with the learning process. The study determined that the more structured and organized the course, the more significant the learning outcomes. Also, the maturity level of the students lends itself to accountability toward achieving the desired learning goals. Technological problems and the lack of user-friendly technology lower the effectiveness of videoconferencing and Web-based instruction. Further research will be valuable in improving theories and approaches currently used in the application of videoconferencing and Web-based instruction in the preparation of special education personnel.

The objective of this investigation is to determine whether student site location in an instructional videoconference is related to students' motives for communicating with their instructor. The study is based, in part, on the work of Martin et al. who identify five separate student-teacher communication motives. These motives, or dimensions, are termed relational, functional, excuse, participation, and sycophancy, and are measured by a 30-item questionnaire. Several communication-related theories were used to predict differences between on-site and off-site students, Media richness theory was used, foundationally, to explain differences between mediated and face-to-face communication and other theories such as uncertainty reduction theory were used in conjunction with media richness theory to predict specific differences.Two hundred eighty-one completed questionnaires were obtained from Education and Library and Information Science students in 17 separate course-sections employing interactive video at the University of North Texas during the Spring and Summer semesters of the 2001/2002 school year. This study concludes that off-site students in an instructional videoconference are more likely than their on-site peers to report being motivated to communicate with their instructor for participation reasons. If off-site students are more motivated than on-site students to communicate as a means to participate, then it may be important for instructors to watch for actual differences in participation levels, and instructors may need to be well versed in pedagogical methods that attempt to increase participation, The study also suggests that current teaching methods being employed in interactive video environments may be adequate with regard to functional, excuse-making, relational and sycophantic communication.

The purpose of this phenomenological study was to explore the lived experiences of counselor education doctoral students who participated in multiple roles and relationships. Random purposeful sampling was used to conduct in-depth interviews with current doctoral students in CACREP-accredited counselor education programs who had completed at least one year of full-time enrollment as a doctoral student, participated in a minimum of two multiple roles that were provided in an a priori list, and had access to videoconferencing software in order to participate in the study. The participants in this study reported and described perceptions of their lived experiences as counselor education doctoral students. The primary research question for the study was “How do counselor education doctoral students experience the phenomenon of multiple roles and relationships?” A review of the literature that examined types of multiple roles and relationships between counselor educators and students, ethical standards, and models for ethical management provided the foundation for the study. Semi-structured phenomenological interviews comprised of open-ended questions were used to collect data via videoconferencing software. Audio taped interviews were transcribed and analyzed for key words and descriptive terms. The data were coded into categories, categories were clustered into themes and themes were cross-analyzed to create super-ordinate themes. Super-ordinate themes were used to address the primary and secondary research questions. Three super-ordinate themes emerged: awareness and education, multiple roles and relationships as transformative, and experiential learning. Implications for counselor education doctoral students and programs are presented along with recommendations for further research. Personal reflections of the researcher were provided.

Realizou-se um treinamento sobre o conteúdo de administração de injetáveis pela via intramuscular na região ventroglútea entre auxiliares de enfermagem de um hospital escola do interior do estado de São Paulo, com o propósito de incentivar a utilização da região citada. Utilizou-se tecnologia de videoconferência, interligando o laboratório de ensino de uma escola de enfermagem estadual com o hospital, para ministrar aulas sobre o conteúdo e realizar treinamento em situação simulada. Os 30 auxiliares de enfermagem foram avaliados quanto a aquisição de habilidade intelectual e motora, bem como avaliaram a utilização da videoconferência como ferramenta para o ensino em serviço. A maioria dos auxiliares de enfermagem obtiveram bom desempenho na realização do procedimento em situação simulada e apontaram a videoconferência como um bom meio para a realização de educação em serviço. / Training concerning the intramuscular administration of injectables in the ventrogluteal site was conducted among nursing auxiliaries in a university hospital in São Paulo state with the purpose to encourage the use of the aforementioned site. Videoconferencing technology was used in the connection of the teaching laboratory of a state nursing school to the hospital with the purpose to give lectures on that subject and provide training in a simulated situation. The 30 nursing auxiliaries were evaluated in relation to the acquisition of intellectual and motor skills. They also evaluated the use of videoconferencing as a tool for in-service teaching. Most of the nursing auxiliaries showed a good performance during the conduction of the procedure in a simulated situation and referred to videoconferencing as a good means for in-service education.

O objetivo deste estudo é apresentar uma metodologia de ensino à distância, por meio de videoconferência, para capacitar Agentes Comunitários de Saúde em relação à prevenção e educação em saúde bucal. Foram preparados doze módulos a serem desenvolvidos no período de um ano, sendo que cada módulo foi constituído por uma aula presencial e uma não presencial. Os temas adotados nestes módulos permitirão aos Agentes Comunitários de Saúde multiplicar os conhecimentos adquiridos nas micro-áreas em que atuam. O instrumento de medida proposto foi um questionário a ser aplicado antes, durante e após a capacitação, composto por questões relacionadas à saúde bucal. A videoconferência como ferramenta auxiliar de ensino é uma alternativa para a capacitação do ACS, uma vez que os municípios da região amazônica se situam afastados dos grandes centros formadores e dificultam o acesso destes profissionais. O planejamento de aplicação na região amazônica não exclui a possibilidade de aplicação da metodologia aqui apresentada em outras áreas geográficas de difícil acesso. / The objective of this study is to present a methodology for distance learning through videoconferencing to train Community Health Workers for the prevention and oral health education. It were prepared twelve modules to be developed within one year, and each module consisted of a face class and not a face. The themes adopted in these modules will allow the Community Health Agents multiply the acquired knowledge in micro-areas in which they operate. The proposed measuring instrument was a questionnaire to be applied before, during and after the training, consisting of questions related to oral health. Videoconferencing as an auxiliary tool for teaching is an alternative to the training of ACS, as the municipalities of the Amazon region are located far from the large training centers and hinder access to these professionals. The planning application in the Amazon does not exclude the possibility of applying the methodology presented here in other geographical areas of difficult access.

TITLE: Videoconference at school AUTHOR: Petr Karadžos DEPARTMENT: Department of technical and informatics education SUPERVISOR: doc. RNDr. František Lustig, CSc. ABSTRACT: The theoretical goal is based on overview of videoconferencing solutions regarding to usage in educational process and overview of application videoconferencing solutions. Moreover, theory part is also focused on how videoconferences are working according to technical background. The descriptions of signaling process between two or more ending points and how are multimedia data transmitted during videoconference calls. The topic of practical part is to analyze how videoconferences can be used as technical educational tools in learning environment based on videoconferencing pilot project. KEYWORDS: Videoconferencing, H.323, SIP, webinar, multimedia, ICT, Multicast, Moodle, GoToWebinar

Realizou-se um treinamento sobre o conteúdo de administração de injetáveis pela via intramuscular na região ventroglútea entre auxiliares de enfermagem de um hospital escola do interior do estado de São Paulo, com o propósito de incentivar a utilização da região citada. Utilizou-se tecnologia de videoconferência, interligando o laboratório de ensino de uma escola de enfermagem estadual com o hospital, para ministrar aulas sobre o conteúdo e realizar treinamento em situação simulada. Os 30 auxiliares de enfermagem foram avaliados quanto a aquisição de habilidade intelectual e motora, bem como avaliaram a utilização da videoconferência como ferramenta para o ensino em serviço. A maioria dos auxiliares de enfermagem obtiveram bom desempenho na realização do procedimento em situação simulada e apontaram a videoconferência como um bom meio para a realização de educação em serviço. / Training concerning the intramuscular administration of injectables in the ventrogluteal site was conducted among nursing auxiliaries in a university hospital in São Paulo state with the purpose to encourage the use of the aforementioned site. Videoconferencing technology was used in the connection of the teaching laboratory of a state nursing school to the hospital with the purpose to give lectures on that subject and provide training in a simulated situation. The 30 nursing auxiliaries were evaluated in relation to the acquisition of intellectual and motor skills. They also evaluated the use of videoconferencing as a tool for in-service teaching. Most of the nursing auxiliaries showed a good performance during the conduction of the procedure in a simulated situation and referred to videoconferencing as a good means for in-service education.