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With the hierarchical evolution of distribution network control architectures, distributed state estimation has become a focal point of research. To address communication delays arising from inter-level data exchanges, this paper proposes a multi-level, asynchronous, robust state estimation algorithm that accounts for such delays. First, a multi-level state estimation model is formulated based on the concept of a maximum normal measurement rate, and a hierarchical decoupling modeling approach is developed. Then, an event-driven broadcast transmission strategy is designed to unify boundary information exchanged between levels during iteration. A multi-threaded parallel framework is constructed to decouple receiving, computation, and transmission tasks, thereby enhancing asynchronous scheduling capabilities across threads. Additionally, a round-based synchronization mechanism is proposed to enforce fully synchronized iterations in the initial stages, thereby improving the overall process of asynchronous state estimation. Case study results demonstrate that the proposed algorithm achieves high estimation accuracy and strong robustness, while reducing the average number of iterations by nearly 40% and shortening the runtime by approximately 35% compared to conventional asynchronous methods, exhibiting superior estimation performance and computational efficiency under communication delay conditions.

Intrinsic value is related to intrinsic motivation and influences learners’ decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results (n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey (n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.

Construction project monitoring (CPM) is becoming more expensive and error-prone for clients with multi-location projects and consultants. The persistent problem of late decisions that occur on-site, mostly reported after significant time has elapsed further reduces monitoring efficiency. This study examines drivers and barriers to the use of Web-based asynchronous communication tools (WACT) for CPM in the Construction Industry. Copies of structured questionnaires were administered to 485 construction professionals on active construction sites comprising construction managers, architects, quantity surveyors, and engineers in Lagos and Abuja who are involved in CPM and 256 (53%) were returned. Exploratory factor analysis (EFA) extracted 5 drivers and 4 barriers to the use of WACT for CPM. Factors were ranked using mean and standard deviation. The degree of agreement between the two domains was compared using the Kendall coefficient of agreement. Results show that project monitoring efficiency (PME) factors ranked highest amongst drivers for use of WACT for CPM. Other drivers, that equally ranked high, are project monitoring cost (PMC) and project monitoring time (PMT) factors. Construction industry culture (CIC) factors ranked highest as a barrier with organisational personnel (OP) and technology adoption (TA) factors equally of significant rank. The Study identified latent drivers and barriers to the use of WACT for CPM. Results also revealed construction professionals are willing to use WACT for CPM but are skeptical about its seamless use to take over the traditional monitoring methods. It is recommended that client agencies that fund multi-location projects like the United State Agency for International Development (USAID) or Tertiary Education Trust Fund (TETFund) in Nigeria should develop models for the use of WACT for CPM. Similarly, consulting firms can reduce overhead on travel expenses and improve monitoring efficiency by hosting such tools on their projects.

Purpose: The incorporation of computer-mediated communication (CMC) has been widely used in recent English as a foreign language (EFL) teaching and learning due to the rapid advancement of technology. Despite the prevalence of online CMC communications, previous research has yielded mixed results, and empirical evidence on how online communications affect student reading comprehension is limited. This study compares the effects of online asynchronous and synchronous communications on EFL reading comprehension in a Taiwanese collaborative learning context. Method: Ten reading comprehension tests and an online questionnaire survey were administered to 100 university students enrolled in two senior reading classes in Southern Taiwan. Independent-sample t-tests, descriptive statistics, and Pearson product-moment correlation analyses were computed to investigate the differences and relationships between perceived asynchronous and synchronous communication use on EFL reading comprehension performance. Results: The findings revealed that participants used the synchronous communication mode more frequently than the asynchronous mode. The reading score obtained through the synchronous group was slightly higher than that obtained through the asynchronous group; no statistically significant difference was found. As students practiced more in asynchronous and synchronous communication modes, their reading comprehension ability improved significantly. Conclusion: Although learners generally accept both online communication modes, the open-ended question results reveal several disadvantages and advantages of online communication environments. The study's limitations, as well as the implications for instructional pedagogy and future research, are presented and discussed.

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors' feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.

Communication tools have been popular in web-based learning systems because of their ability to promote the interaction and potentially alleviate the high dropout issue. In recent years, with the increased awareness among researchers about the individual difference of the students, more and more personalized learning supports have been developed. Although personality has been considered as a valuable personal factor being incorporated into the provision of personalized learning, existing studies mainly acquire students’ personality via questionnaires, which unavoidably demands user efforts. In this paper, we are motivated to derive students’ Big-Five personality from their communication behavior in web-based learning systems. Concretely, we first identify a set of features that are significantly influenced by students’ personality, which not only include their communication activities carried out in both synchronous and asynchronous web-based learning environment, but also their linguistic content in conversational texts. We then develop inference model to unify these features for determining students’ five personality traits, and find that students’ usage of different communication tools can be effective in predicting their Big-Five personality.

This multicase study describes the unique experiences of online instructors within a novel context of grant-funded online course design assistance in a large Midwestern university. Five instructors reflected on their experience, from conception to implementation of their asynchronous online courses, in individual debrief sessions conducted by the instructional designers of the courses. Such reflections helped both, the instructors and the instructional designers, to better understand the design process potentially leading to more effective online course designing and implementation experiences, processes, and practices.

Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.

The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.

Lockdowns, social distancing, and COVID safe hygiene practices have rendered the usual face-to-face course delivery options all but impossible for many higher education institutions worldwide. A forced transition to online learning has been the only viable option for preventing a wholesale closure of many institutions. The aim of this study is to identify the role of educational technologies in the transition from face-to-face to online teaching and learning activities during the COVID-19 pandemic. This paper identified five challenges to transitioning to online education experienced by higher education institutions: synchronous/asynchronous learning tool integration, access to technology, faculty and student online competence, academic dishonesty, and privacy and confidentiality. From the studies examined in this literature review, strategies for successful online implementation were also noted. These included: providing e-learning training support for faculty and students, fostering online learning communities, and expanding traditional face-to-face course delivery to incorporate more elements of blended learning. A Technology Enhanced Learning Hub that encapsulates the learning process within a modality-neutral learning space is presented as a suggested framework for delivering higher education programs in this challenging environment.