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Aim The objective of this study was to assess beliefs, misconception, and anxiety in relation to swine flu outbreak and whether perception of the outbreak predicted changes in behavior. Subject and methods In November 2009, we conducted an Internet-based cross-sectional survey of college students aged 18-24 years in a Midwestern State in the USA. We collected information on swine flu knowledge, perception on immunization safety, perceived efficacy of recommended behavior, changed behavior, and anxiety. Results Of the 236 respondents, 83.1% had some anxiety about swine flu, 64.8% believed avoiding crowded places was preventive, 33.5% believed the 2009 swine flu vaccine was safe, and 36.9% showed interest in receiving the vaccine. Misconceptions about swine flu contagion via eating cooked pork, water sources, and insect bites were common. Respondents were unaware of transmissions via contaminated objects and droplets. Only 42.6% were satisfied with governmental efforts. Women were more likely to wash hands frequently than men (odds ratio 2.80, p<0.001). Conclusion There is a gap in swine flu knowledge, minimal risk reduction, increased amount of anxiety, and skepticism about swine flu vaccine safety. These gaps warrant serious attention to inform the public about specific actions regarding swine flu.

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This qualitative study explored digital technologies that promote educational experiences and achievements of culturally diverse learners via interviews with 46 culturally and linguistically diverse students across different academic programs. A qualitative research design using semi-structured interviews was used to collect the data for the study. The analysis of the data identified that digital technologies, multimedia presentations, and social network tools facilitate educational experiences and achievements of participants in asynchronous online learning environments. Participants applied digital technologies to navigate the Learning Management Systems (LMS) to engage and contribute to knowledge creation to achieve better academic success in online context. Findings support the need for online instructors to incorporate digital technologies to facilitate academic engagement and achievements of students from diverse backgrounds in online learning.

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