Current Trends in Online Programming Languages Learning Tools: A Systematic Literature Review

Students face difficulties in programming languages learning (PLL) which encourages many scholars to investigate the factors behind that. Although there a number of positive and negative factors found to be effective in PLL procedure, utilising online tools in PLL were recognized as a positive recommended means. This motivates many researchers to provide solutions and proposals which result in a number of choices and options. However, categorising those efforts and showing what has been done, would provide a better and clear image for future studies. Therefore, this paper aims to conduct a systematic literature review to show what studies have been done and then categorise them based on the type of online tools and the aims of the research. The study follows Kitchenham and Charters guidelines for writing SLR (Systematic Literature Review). The search result reached 1390 publications between 2013-09/2018. After the filtration which has been done through selected criteria, 160 publications were found to be adequate to answer the review questions. The main results of this systematic review are categorizing the aims of the studies in online PLL tools, classifying the tools and finding the current trends of the online PLL tools.

Context-Aware Practice Problem Recommendation Using Learners’ Skill Level Navigation Patterns

The use of programming online judges(POJs)has risen dramatically in recent years,owing to the fact that the auto-evaluation of codes during practice motivates students to learn programming.Since POJs have greater number of pro-gramming problems in their repository,learners experience information overload.Recommender systems are a common solution to information overload.Current recommender systems used in e-learning platforms are inadequate for POJ since recommendations should consider learners’current context,like learning goals and current skill level(topic knowledge and difficulty level).To overcome the issue,we propose a context-aware practice problem recommender system based on learners’skill level navigation patterns.Our system initially performs skill level navigation pattern mining to discover frequent skill level navigations in the POJ and tofind learners’learning goals.Collaborativefiltering(CF)and con-tent-basedfiltering approaches are employed to recommend problems in the cur-rent and next skill levels based on frequent skill level navigation patterns.The sequence similarity measure is used tofind the top k neighbors based on the sequence of problems solved by the learners.The experiment results based on the real-world POJ dataset show that our approach considering the learners’cur-rent skill level and learning goals outperforms the other approaches in practice problem recommender systems.

Graduating Nurses in the Time of COVID-19

Nursing has been a leader in online education for more than two decades. Nursing students have taken advantage of the flexible scheduling and variety of online nursing programs to pursue their education due to distance, family, or work demands;however, since the outbreak of COVID-19, nursing schools in the United States have adapted by implementing an online alternative to assess students’ clinical skills required to graduate. Nursing faculty have been forced into this new learning culture, navigating the online landscape, learning new technologies and teaching methods, and adapting to clinical social distance education. Nursing is a performance-based profession in which the clinical learning environment plays an important role in developing skills and professional abilities. The purpose of this evidence-based teaching project is to, based on National League for Nursing (NLN), not only contribute to improvement but ensure educational quality for undergraduate nursing students by examining how online simulation compared to clinical experience with an actual patient, affects nurses’ clinical competence. Therefore, after reviewing 14 peer-reviewed articles, evidence shows benefits for undergraduate nursing students to retain better clinical competence when virtual simulation and clinical sites are combined;however, further research is recommended. Articles were selected as the evidence base for this project, following specific inclusion criteria. Inclusion criteria for evidence were articles within six years, including undergraduate nurse students with online clinical education;the exclusion criteria were studies including graduate nurse students and articles older than six years. Based on the project’s outcome, it is suggested that a nurse residency should follow online simulations to complete clinical hours. .

Implementation and Evaluation of Infertility Reflection in Early Pregnancy after the Use of Assisted Reproductive Technology: A Feasibility Study

Background: This study aims to evaluate the infertility reflection in early pregnancy after assistive reproductive therapy (ART), including 1) process evaluation (the use and evaluation of infertility reflection) and 2) outcome evaluation (satisfaction of care needs, anticipatory anxiety towards the loss of a pregnancy or fetus, cognition of infertility experience, and depression and anxiety). Methods: This program evaluation study used a one-group pre-post-test design. The participants were 50 primiparas who had undergone ART at two fertility treatment facilities in a metropolitan area in Japan. For the infertility reflection, they conducted an online reflection. Data were collected three times: at the 5th week of pregnancy (Time 1), the 8th week of pregnancy as the final consultation at the clinic (Time 2), and the 16th week of pregnancy as the final point of early pregnancy (Time 3). Results: The data from 40 participants were analyzed. More than 80% of the users of the online reflection positively evaluated the appropriateness and usefulness of the methods and contents. Organized thoughts and feelings by reflection were shown as the reasons for the usefulness. The evaluation of the online reflection showed a relatively strong correlation with the Care Need Satisfaction Scale (CNSS) for both Time 2 and Time 3, but the online reflection did not show a significant correlation with the other outcome variables. There were no significant differences in outcome variables between users and non-users of online reflection between Time 2 and Time 3. Conclusions: Attempts at the reflection in early pregnancy require modified methods that do not have a negative impact and lead to the fulfillment of needs.