scholarly journals COVID 19 and Dental Education: Transitioning from a Well-established Synchronous Format and Face to Face Teaching to an Asynchronous Format of Dental Clinical Teaching and Learning

2021 ◽  
Vol 8 ◽  
pp. 238212052199966
Author(s):  
Melanie Nasseripour ◽  
Jonathan Turner ◽  
Susha Rajadurai ◽  
Jonathan San Diego ◽  
Barry Quinn ◽  
...  
Keyword(s):  
Lived Experience ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Dental Education ◽  
Educational Practice ◽  
Online Discussions ◽  
Face To Face ◽  
Dental Clinics ◽  
Number Of Patients

The Covid-19 pandemic made it necessary to adopt and establish complete or partial online delivery of our clinical teaching and learning. We developed an alternative approach with a combination of Problem based Learning asynchronous fora and Teacher-facilitated synchronous online discussions. Our aim is to share our educational practice and highlight the requirements and constraints, advantages and challenges of such an approach. It allowed a more student-centred experience, but clinical simulation and face-to-face patient care remain necessary. The Covid-19 pandemic has changed the landscape of dental education for the foreseeable future, with a reduced number of patients in dental clinics. Further study is therefore necessary to understand the lived experience of students and teachers to the adopted online teaching and learning approach.

scholarly journals THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Norma I. Scagnoli ◽  
Lydia P. Buki ◽  
Scott D. Johnson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Practice ◽  
Teaching Experience ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Pedagogical Strategies ◽  
Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

scholarly journals Code-Switching in Online Synchronous Learning

2021 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Ni Kadek Ayu Rinawati ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Student Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Code Switching ◽  
Online Discussions ◽  
Primary Data ◽  
Switching Function ◽  
Face To Face ◽  
Efl Teachers ◽  
Popular Language

The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

Designing for Social Connectivity (Not Everyone Likes Webcams)

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
William P Lord
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Host Institution ◽  
Face To Face ◽  
Online Technologies ◽  
Potential Benefits ◽  
Complex Solutions ◽  
To Come

COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.

Pre-Service Teacher Education for the Management of Actual and Virtual Classes

2013 ◽  
pp. 1416-1422
Author(s):  
Ken Stevens
Keyword(s):  
Professional Education ◽  
Newfoundland And Labrador ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Level ◽  
School Environments ◽  
High School Level ◽  
Face To Face ◽  
Virtual Classes ◽  
Pre Service Teacher

The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who are increasingly likely to teach both face-to-face and online. In the Canadian province of Newfoundland and Labrador, pre-service teachers are being prepared for networked school environments within which on-site and online teaching and learning are required. Teachers are provided with a structure within which to manage collaboration that includes learning circles and cybercells. Within networked school environments, virtual classes have been developed for teaching an expanding range of subjects at high school level.

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

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