Background: It is difficult to assess whether community-dwelling frail older adults may remain pre-frail status or improve into a robust state without being directly checked by health care professionals. The health information perceived by older adults is considered to be one of best sources of potential concerns in older adult population. An online measurement system combined with item response theory (IRT) and computer adaptive testing (CAT) methods is likely to become a realistic approach to remotely monitor physical activity status of frail older adults. Objects: This article suggests an approach to provide a precise and efficient means of measuring physical activity levels of community-dwelling frail older adults. Methods: Article reviews were reviewed and summarized. Results: In comparison to the classical test theory (CTT), the IRT method is empirically aimed to focus on the psychometric properties of individual test items in lieu of the test as a whole. These properties allow creating a large item pool that can capture the broad range of physical activity levels. The CAT method administers test items by an algorithm that select items matched to the physical activity levels of the older adults. Conclusion: An online measurement system combined with these two methods would allow adequate physical activity measurement that may be useful to remotely monitor the activity level of community-dwelling frail older adults.

The study investigates the effects of online instructional facilitator’s qualities on student performance of online class activities. The study explores the roles of instructional facilitators who may influence student performance of online class activities and their academic achievement. The study employs a set of aggregated data from 1,362 subjects and 10 facilitators who participated in multiple online classes. The results of independent samples t-test reveal that the student performance in online classes has no association with facilitators’ educational background or academic degree, as well as demographic characteristics, student evaluation records and instructional achievement. The results of multiple regression analysis show that the facilitator engagement has a positive relation to the enhancement of student interaction, reading discussion messages, and the quality of discussion messages in online discussions. The results of correlation analysis show that the facilitator engagement has a positive impact on both increasing the number of reading discussion messages and enhancing the quality of discussion messages. The facilitator engagement increases the quantity of reading discussion postings and enhances the quality of discussion messages, which would be a substantial contribution to student performance by facilitators. The findings suggest that student performance and academic achievement in online classes are not independent of facilitator engagement.