We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

The COVID-19 pandemic forced physicians to quickly adapt and find ways to provide their usual offline services by using online tools. We aimed to understand how physicians adapted to the sudden need for telehealth and if their perception of telehealth changed due to their experience during the COVID-19 pandemic. We conducted an exploratory sequential mixed-methods study. We interviewed five Lebanese physicians and thematically analyzed the interviews. We developed a questionnaire based on the analysis results and administered it online to physicians in Lebanon. In total, 140 responses were collected. We found that, during the COVID-19 pandemic, physicians engaged in more telehealth activities in the realms of telemedicine, public awareness, continuing medical education, research, administration, and teaching. They also expanded their repertoire of information-technology tools. Our results also show that there was a significant shift in the physicians’ perceptions, indicating greater openness and willingness to adopt telehealth services. However, a significant amount of skepticism and uncertainty regarding telemedicine remains, especially concerning its efficiency, safety, and the adequacy of existing regulations. Based on our findings, we offer recommendations for health IT policy makers, developers, and researchers, to sustain the continuity of telehealth activities beyond the COVID-19 pandemic.

A large number of refugees need to learn a new language in order to transition to, or settle in, a new country. Most refugees have access to smartphones with which they can access mobile language learning tools. However, refugees in different stages of their journeys have different language learning needs. Identifying the unique needs of refugees is essential to design language learning tools that support their language learning activities. Through a two-part participatory design study, we identify and compare the tacit and latent language learning needs of two different groups of Syrian refugees: a group in transition in Lebanon, and a group settling in Germany. The Syrian refugees we worked with in Lebanon are studying English to transition to another country with better living conditions. On the other hand, the Syrian refugees we worked with in Germany are trying to learn German to better integrate into German society. Our results show overlapping needs and specific needs for the two groups of refugees. We present our findings and discuss the opportunities and challenges for designing language learning tools to support the language learning activities of refugees.

JMIR Human Factors - a leading peer-reviewed ehealth journal

A growing number of language learners use ubiquitous language learning applications to learn anytime and anywhere. Learners translate and learn isolated words inspired by their activities and surroundings. However, isolated words may have several meanings that change depending on the context. Since learners don’t have the opportunity to indicate the meaning they are looking for in an online learning environment, they risk learning translations that do not correspond to their intended meaning. Identifying the intended meaning of the learner is needed to provide them with an appropriate translation. However, isolated words are difficult to disambiguate due to a lack of text around them. To this end, informal ubiquitous learning environments can offer another type of context, one that is formed by the users’ past learning logs. In this work, we propose using the learners’ past vocabulary to disambiguate their intended meaning when they look up isolated words. Accordingly, we propose and evaluate three methods. The first method considers that the intended meaning of the learner is the one that is the most semantically similar to the learner’s past vocabulary. The second method builds on the first method but gives more weight to the vocabulary that the learner logged shortly before the target word. The third method addresses situations where the semantic similarities between the different meanings of the word and the past vocabulary have similar values. In those cases, the method considers that the intended meaning of the learner is the most common meaning in the target language. The three methods were evaluated using 148 logs of SCROLL, a ubiquitous informal language learning environment. The success rates of the three methods were 72.180%, 75.630%, and 83.050% respectively. This work shows that the past activity of language learners in informal ubiquitous language learning environments could be used to identify their intended meaning when learning a new word.

Woman-centered antenatal care necessitates Electronic Medical Record (EMR) systems that respect women’s preferences. However, women’s preferences regarding EMR systems in antenatal care remain unknown. This work aims to understand the EMR-related experiences that pregnant Japanese women want. First, we conducted a field-based observational study at an antenatal care clinic at a Japanese university hospital. We analyzed the data following a thematic analysis approach and found multiple EMR-related experiences that pregnant women encounter during antenatal care. Based on the observations’ findings, we administered a web survey to 413 recently pregnant Japanese women to understand their attitudes regarding the EMR-related experiences. Our results show that pregnant Japanese women want accessible, exchangeable, and biopsychosocial EMRs. They also want EMR-enabled explanations and summaries. Interestingly, differences in their demographics and stages of pregnancy affected their attitudes towards some EMR-related experiences. To respect their preferences, we propose amplifying the roles of EMR systems as tools that promote communication and woman-centeredness in antenatal care. We also propose expanding the EMR design mindset from a biomedical to a biopsychosocial-oriented one. Finally, to accommodate the differences in individual needs and preferences, we propose the design of adaptable person-centered EMR systems.