An Experience of Transition From In-Person Mode of Delivery to Online Mode In A First-Year Engineering Course

PurposeThis paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.Design/methodology/approachPrimary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.FindingsWhile the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.Originality/valueThis is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

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COVID-19 Pandemic: Assessment of Stress and Perception of E-Learning amongst First Year Undergraduate Medical Students

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2021/46998.14643 ◽

2021 ◽

Author(s):

Shikha Gautam ◽

Salamah Parveen Imteyaz ◽

Mohammed Iqbal Alam

Keyword(s):

Medical Students ◽

Disease Transmission ◽

Online Teaching ◽

Online Survey ◽

First Year ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Internet Connectivity ◽

Online Mode ◽

E Learning

Introduction: The coronavirus pandemic has involved nearly all the countries of the world. The lockdowns and closure of educational institutes to reduce the risk of disease transmission has brought a change in the medium of teaching as most educational institutes have moved to the online mode. There is a widespread increase in stress as the number of cases and mortality associated with Coronavirus 2019 disease (COVID-19) continue each day. Aim: To assess the stress status of first year undergraduate medical students in reference to the coronavirus pandemic and the perception of first year undergraduate medical students in reference to the E-learning being carried out during the coronavirus pandemic. Materials and Methods: This was a cross-sectional web-based online survey that was conducted using a questionnaire in August 2020 at Hamdard Institute of Medical Sciences and Research, New Delhi, India. The questionnaire was prepared and reviewed by the involved faculty members of the project and it was approved by a faculty from Department of Psychiatry. Reliability of questionnaire was measured using Cronbach’s alpha (0.89). A questionnaire with 20 questions was administered via Google forms to all 100 students of first year MBBS course. Some of the questions in the questionnaire were framed to assess the stress status of the students; some were designed to study students’ perception of E-learning. Data was represented as the percentage distribution of response for each question. Results: Ninety five responses were received, after accounting for exclusion factors; data was compiled for 91 respondents. Out of the 91 participants in the study, 48.4% were males (n=44) and 51.6% were females (n=47). Most of the students in this study (84.6%) felt that online teaching had helped in learning Physiology theory; around 43% students found online practical teaching useful. Around 39% students have reported internet connectivity issues all the time while 59% faced problem sometimes. Total 51.6% of students had difficulty in accessibility to devices. Due to coronavirus pandemic, 37.4% of students have reported to be under stress. Around 33% reported feeling unsafe all the time while 39.5% felt unsafe some of the times. Conclusion: Students found online teaching more helpful in learning Physiology theory than practical. Majority of class reported internet connectivity issues. All the responders agreed that this pandemic affected their regular life. Most of the students felt that online classes have helped them to remain positive and motivated towards study.

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Assessment of Online Learning Procedure through the Eyes of Medical Students inCOVID-19 Scenario

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2021/47089.14830 ◽

2021 ◽

Author(s):

Tanwi Ghosal (Sen) ◽

Anirban Sadhu ◽

Parijat Mukherjee ◽

Paramita Mukhopadhyay

Keyword(s):

Online Education ◽

Online Survey ◽

Cross Sectional Study ◽

Mobile Internet ◽

Learning Objective ◽

First Year ◽

Cross Sectional ◽

Online Mode ◽

Education Material ◽

Majority Students

Introduction: Coronavirus Disease 2019 (COVID-19) pandemic has necessitated closure of physical classroom for maintaining social distancing norms, prompting learning environment to shift from offline to online. Medical education has also undergone similar changes, and online education and assessment methods had to be implemented. Student’s perception regarding the same was assessed through this study. Aim: To assess the perception of first year MBBS students about the online education and assessment during the lockdown period of two months. Materials and Methods: A descriptive cross-sectional study was carried out on the first year MBBS students of North Bengal Medical College (NBMCH) during the COVID-19 Lockdown period. All first year MBBS students of NBMCH were added in WhatsApp groups created for academic purposes by Department of Anatomy, NBMCH during the lockdown period. Respective teachers in the academic groups carried out sharing of Digital Education Material (DEM), holding Online Interaction (OI) and correspondence with students, and taking Online Assessments (OA) through sharing questions framed in Google Forms. After two months, the perception of the students was assessed through a voluntary participation based online survey designed in google forms, the results of which were tabulated later and analysed. Results: A total 95 students (54 Male, 41 Female) out of 200 had participated in the survey. Most students were reliant on smartphones (n=90, 94.7%) and mobile internet (n=78, 82%). Most agreed on DEM being relevant (83.2%) and informative (80.7%) but showed diverging opinion on ease of understanding, revision and overall fulfillment of learning objective. On OI majority students responded positively on promptness, relevancy, informative and helpfulness but only46.8% considered DEM and OI fulfilled the overall learning objective. Regarding OA students had an overall positive opinion. Comparing the online mode with offline, students mostly preferred the latter, though agreeing that online method of education was effective and it was easier to score in OAs. Conclusion: While most students accepted online education, interaction and assessment positively, at the end most of them still preferred offline mode of education and assessment. This could reflect lack of student-student interaction and indicated need of further studies to explore the matter, to help us approach online education better.

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CSU Pathway Courses during COVID-19: A multi-faceted support strategy for online engagement.

The Australian and New Zealand Student Services Association ◽

10.30688/janzssa.2021.1.06 ◽

2021 ◽

Vol 29 (1) ◽

pp. 101-107

Author(s):

Amita Krautloher ◽

Keyword(s):

Mode Of Delivery ◽

Teaching Staff ◽

Online Delivery ◽

Regional Campuses ◽

Online Mode ◽

Online Engagement ◽

Support Strategy ◽

Lessons Learnt ◽

Experience Teaching ◽

General Studies

In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.

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Impact of intrapartum antibiotics on the infant gastrointestinal microbiome: a narrative review

Archives of Disease in Childhood ◽

10.1136/archdischild-2021-322590 ◽

2021 ◽

pp. archdischild-2021-322590

Author(s):

Laura Diamond ◽

Rachel Wine ◽

Shaun K Morris

Keyword(s):

Gestational Age ◽

Beta Diversity ◽

Mode Of Delivery ◽

Alpha Diversity ◽

First Year ◽

Feeding Method ◽

Alpha And Beta Diversity ◽

Ovid Medline ◽

First Year Of Life ◽

The Impact

BackgroundThe composition of the infant gastrointestinal (GI) microbiome has been linked to adverse long-term health outcomes and neonatal sepsis. Several factors are known to impact the composition of the microbiome, including mode of delivery, gestational age, feeding method and exposure to antibiotics. The impact of intrapartum antibiotics (IPAs) on the infant microbiome requires further research.ObjectiveWe aimed to evaluate the impact of IPAs on the infant GI microbiome.MethodsWe searched Ovid MEDLINE and Embase Classic+Embase for articles in English reporting on the microbiome of infants exposed to IPAs from the date of inception to 3 January 2021. Primary outcomes included abundance and colonisation of Bifidobacterium and Lactobacillus, as well as alpha and beta diversity.Results30 papers were included in this review. In the first year of life, following exposure to IPAs, 30% (6/20) of infant cohorts displayed significantly reduced Bifidobacterium, 89% (17/19) did not display any significant differences in Lactobacillus colonisation, 21% (7/34) displayed significantly reduced alpha diversity and 35% (12/34) displayed alterations in beta diversity. Results were further stratified by delivery, gestational age (preterm or full term) and feeding method.ConclusionsIPAs impact the composition of the infant GI microbiome, resulting in possible reductions Bifidobacterium and alpha diversity, and possible alterations in beta diversity. Our findings may have implications for maternal and neonatal health, including interventions to prevent reductions in health-promoting bacteria (eg, probiotics) and IPA class selection.

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Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience

Journal of Children s Services ◽

10.1108/jcs-07-2020-0032 ◽

2020 ◽

Vol 15 (4) ◽

pp. 253-258

Author(s):

Mandi MacDonald ◽

Andrew Dellis ◽

Shanaaz Mathews ◽

Jenna-Lee Marco

Keyword(s):

Young People ◽

South African ◽

Effective Means ◽

Mode Of Delivery ◽

Essential Elements ◽

The South ◽

Content Type ◽

Online Mode ◽

Care Leavers ◽

Novel Coronavirus

Purpose This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19. Design/methodology/approach A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed. Findings E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors. Originality/value Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.

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Does the mode of delivery influence respiratory outcomes in the first year of life?

10.1183/13993003.congress-2020.3953 ◽

2020 ◽

Author(s):

Yasmin Salem Mahmoud ◽

Marc-Alexander Oestreich ◽

Philipp Latzin ◽

Kathryn Ramsey ◽

Sophie Yammine

Keyword(s):

Mode Of Delivery ◽

First Year ◽

First Year Of Life ◽

Respiratory Outcomes

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Association of Mode of Delivery With Urinary Incontinence and Changes in Urinary Incontinence Over the First Year Postpartum

Obstetrics and Gynecology ◽

10.1097/aog.0000000000000141 ◽

2014 ◽

Vol 123 (3) ◽

pp. 568-577 ◽

Cited By ~ 17

Author(s):

Shiow-Ru Chang ◽

Kuang-Ho Chen ◽

Ho-Hsiung Lin ◽

Ming-I Lin ◽

Ting-Chen Chang ◽

...

Keyword(s):

Urinary Incontinence ◽

Mode Of Delivery ◽

First Year

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That Synching Feeling: An Exploration of Student Engagement in an Online Environment

Student Success ◽

10.5204/ssj.1771 ◽

2021 ◽

Vol 12 (2) ◽

Author(s):

Kate Kelly ◽

Edward Lock

Keyword(s):

Student Engagement ◽

Mode Of Delivery ◽

Asynchronous Learning ◽

First Year ◽

Online Environment ◽

Key Factors ◽

Asynchronous Mode ◽

Teacher Presence ◽

Support Teacher ◽

The Impact

In response to the COVID-19 epidemic, universities were forced to shift to an online, remote delivery system. This paper presents the design and evaluation of two skills-based first-year units that were adapted to a predominantly asynchronous mode of delivery. The evaluation results indicate that student engagement was high, and that students felt well-supported by the strong teacher presence throughout their units. Furthermore, the impact of this engagement and support was evident in their final grades and the overall unit completion figures. These findings indicate that individualized support, teacher presence and flexibility are key factors in student success in an online environment. This suggests that asynchronous learning can be valuable to students from various academic backgrounds providing that the content and teacher are readily accessible in various formats and that the teachers are mindful of the complexities of students’ lives outside of an academic setting.

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