scholarly journals The challenges of delivering addictions psychiatry teaching in the COVID era

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S139-S139
Author(s):  
Rebecca Hammersley ◽  
Amy Martin
Keyword(s):  
Clinical Teaching ◽  
Teaching Style ◽  
Virtual Classroom ◽  
List Type ◽  
Addiction Psychiatry ◽  
Virtual Classrooms ◽  
Teaching Fellows ◽  
Face To Face ◽  
Online Tutorials ◽  
Virtual Teaching

AimsDuring the pandemic, addiction psychiatry moved from face-to-face lectures (delivered by Addictions Psychiatrists) to bitesize pre-recorded lectures (delivered by clinical teaching fellows) alongside interactive tutorials (delivered by Addictions Psychiatrists). The Addictions Team developed an online tutorial (delivered via Blackboard Collaborate) containing a combination of information slides, case studies, interactive quizzes, and short videos. These were delivered ‘live’ to small groups of students in up to four simultaneous virtual classrooms on a 6-weekly rolling basis. We aimed to assess student and tutor feedback regarding the move to interactive online tutorials in addiction psychiatry.MethodTwo questionnaires sought feedback from students and tutors, focussing on the change from face-to-face to virtual teaching during a 20-week period.Result21 (of 161) students completed the questionnaire. •100% ‘strongly agreed’ or ‘agreed’ that the content of the tutorial was relevant to learning outcomes.•52% felt ‘somewhat comfortable’ unmuting their microphones to contribute verbally, contrasting to 24% feeling ‘not very’ or ‘extremely uncomfortable’. In practice, only 30% of students contributed verbally.•57% felt most comfortable contributing via the written ‘chat’ function (rather than audio or camera).•65% felt either ‘somewhat’ or ‘very comfortable’ turning their cameras on, but only 1 student turned their camera on across all tutorials.•48% felt the tutorial was more accessible virtually than face-to-face; 5% considered it less so.•When COVID restrictions are lifted, 14% would prefer the tutorial to remain virtual, 53% would rather it returned face-to-face, and 33% had no preference.7 (of 7) tutors completed the questionnaire. •100% felt that students having their camera on would make their experience of delivering teaching ‘much better’ or ‘better’.•71% of tutors felt that students contributed ‘slightly’ or ‘significantly’ less in the virtual classroom.•Only 29% of tutors found the experience of virtual teaching ‘very’ or ‘somewhat’ enjoyable, contrasting 43% finding it ‘somewhat’ or ‘very’ unenjoyable.•Several white space tutor comments suggested the lack of audio-visual engagement made teaching less rewarding, whilst also preventing them from adapting content, pace, and teaching style to suit the group's needs. Tutors felt that the ease of delivering teaching from any location was beneficial.ConclusionVirtual teaching has become embedded in medical education and will likely remain so post-pandemic. For it to be an effective and enjoyable experience, for both students and teachers, there needs to be adaptation of content, technology, etiquette and culture.

scholarly journals Examining interactivity in synchronous virtual classrooms

2012 ◽  
Vol 13 (3) ◽  
pp. 228 ◽  
Author(s):  
Florence Martin ◽  
Michele A Parker ◽  
Deborah F Deale
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Teaching Style ◽  
Southeastern United States ◽  
Virtual Classroom ◽  
Immediate Feedback ◽  
Virtual Classrooms ◽  
Technology Program ◽  
Visual Presence ◽  
To Receive

<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

scholarly journals Virtual teaching: Teachers' perspectives on online virtual classroom effectiveness during and beyond Covid-19

2021 ◽  
Vol 16 (6) ◽  
pp. 3048-3057
Author(s):  
Abdullah bin Mohammed Al-Subaie
Keyword(s):  
Descriptive Analysis ◽  
Arabic Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Cross Sectional ◽  
Virtual Classrooms ◽  
Academic Qualification ◽  
Virtual Teaching ◽  
Strongly Agree ◽  
Teachers Perspectives

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19.  Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers’ responses on the importance of using virtual classrooms in distance education program shoed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree.  Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives   on online VCs effectiveness during and beyond COVID-19. KEYWORDS. Virtual Teaching, Online Virtual Classroom, Covid-19

scholarly journals Reimagining higher education during and post-COVID-19: Challenges and opportunities

2020 ◽  
pp. 147797142094773 ◽  
Author(s):  
Lorenz S Neuwirth ◽  
Svetlana Jović ◽  
B Runi Mukherji
Keyword(s):  
New York ◽  
Virtual Classroom ◽  
State University ◽  
Virtual Classrooms ◽  
System Perspective ◽  
Face To Face ◽  
Diverse Student ◽  
Challenges And Opportunities ◽  
Face To Face Instruction ◽  
Learning Behaviours

The coronavirus (COVID-19) pandemic has required faculty and students to adapt to an unprecedented challenge and rapidly transition from traditional face-to-face instruction to distance learning formats through virtual classrooms. While most campuses trained faculty to ensure quality and maintenance of the curriculum through virtual classrooms, less consideration has been given to training students, who face equal challenges in adapting to this abrupt change in the delivery of the curriculum. Few approaches have been developed for students to facilitate their involuntary transition to virtual classrooms and maintenance of appropriate online learning behaviours and etiquette. Presented here are a series of propositions to help to maintain and enhance the quality of college student engagement and activity in the virtual classroom. These guidelines are from one example of the State University of New York public educational system perspective, at the pandemic’s epicentre, while serving a diverse student population. Initiating a meaningful dialogue between faculty, who are engaged in efforts to cope and adapt to the pandemic, may prove useful in re-envisioning and re-designing future curriculum. This may facilitate future discussions on creating best practices guidelines for asynchronous/synchronous virtual classrooms post the pandemic. The present rapid communication suggests a framework for faculty to develop such guidelines to address the current gap in the literature.

Transitioning the Elementary Mathematics Classroom to Virtual Learning

2021 ◽  
pp. 343-365
Author(s):  
Christie Lynn Martin ◽  
Kristin E. Harbour ◽  
Drew Polly
Keyword(s):  
Technology Use ◽  
Mathematics Classroom ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Classroom Technology ◽  
Digital Competence ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Virtual Tools ◽  
K 12

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.

Implementation of Course Model Driven Virtual Classroom in Higher Education

2006 ◽  
Vol 10 (4) ◽  
pp. 504-509 ◽  
Author(s):  
József Gáti ◽  
◽  
Gyula Kártyás
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Distance Learning ◽  
Global Education ◽  
Virtual Classroom ◽  
Virtual Education ◽  
Virtual Classrooms ◽  
Model Driven ◽  
Model Based ◽  
Virtual Teaching

Advances in information technology stimulate development of applications to enhance Internet-based higher education. Reviewing a virtual classroom model, we studied the possibilities and problems of introducing model-based distance learning in everyday higher education. We survey important issues and methodological elements of virtual classrooms in relation to demands of teaching procedures, programs, and materials. Our main objective is to determine specific circumstances enabling objects to be defined for this special modeling. We begin by introducing application of features in models for virtual teaching, then discuss issues in local and global education, focusing on the advantages of virtual education. We detail application-related features of the cited course model and discuss the implementation of virtual classrooms in higher education.

scholarly journals The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

2020 ◽  
Vol 5 ◽  
Author(s):  
Lavina Sequeira ◽  
Charity M. Dacey
Keyword(s):  
Students Of Color ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Virtual Space ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Student Interactions ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Self Study

Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals Promoting Learning from Home Environments Through Google Classroom Application for EFL Undergraduates

DEIKSIS ◽  
2020 ◽  
Vol 12 (03) ◽  
pp. 229
Author(s):  
Amrina Rosyada
Keyword(s):  
Narrative Analysis ◽  
English Education ◽  
Virtual Classroom ◽  
Mixed Method Research ◽  
Home Environments ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Course Engagement ◽  
Emergency Actions ◽  
Simple Features

<p>As the world has been shocked by the unexpected rapid disease named COVID-19, several emergency actions are conducted in all aspects of human lives, including in the education field. In Indonesia, all colleges, particularly in several red-zone areas such as Jakarta, are restricted accessed for several months ahead. All activities inside the institutions’ building are limited, and face-to-face classrooms are forbidden and changed into virtual classrooms or called Learning from Home Environments (LHE). Regarding the situation, this research is promoting LHE with the use of Google Classroom application as a free available media in teaching English basic grammar course for EFL undergraduates. This research was participated by 60 students of English Education Program, Universitas Indraprasta PGRI (Unindra), located in Jakarta, Indonesia. The research administered a convergent mixed-method research design by collecting data in two cycles that accumulated through tests and questionnaires. Based on research questions, a correlational analysis and a narrative analysis were allocated. The results indicate an interesting output on students’ course engagement and course understanding. Supported by several practical and simple features, Google Classroom becomes a promising and favorite tool in learning English from home environments during the pandemic period.</p><p>Keywords: Learning from home environments, google classroom application, EFL undergraduates, virtual classroom, pandemic period</p>

scholarly journals Virtual Online Teaching in Transport Law

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Michael Spisto ◽  
Christine Lee
Keyword(s):  
Online Teaching ◽  
Daily Basis ◽  
Virtual Classroom ◽  
University Teaching ◽  
Classroom Teaching ◽  
Student Attendance ◽  
Virtual Classrooms ◽  
Classroom Structure ◽  
Face To Face ◽  
Technical Issues

The virtual classroom is a new and modern structure used now in university teaching around the world. By using the virtual classroom in Transport Law, it was soon discovered that once one overcomes the technical issues, the virtual classroom provides university tuition to students in very advantageous ways like no other traditional face-to-face class can. The virtual classroom, with its numerous functionalities, provides a level of student class participation, which is unprecedented in face-to-face classes. It also allows a greater opportunity for student attendance, as students simply have to be in front of their computer or any hand-held device, which is capable of audio-visual linkups. It is also very appealing to students, as it saves them time and money with public transport and/or parking. A much improved classroom attendance record as compared to face-to-face classes has also been noticed. The students' levels of understanding of the subject matter have also vastly improved through the mechanisms employed in virtual classroom teaching. As technology improves on a daily basis, the virtual classroom will become more and more popular as students rely on online teaching. Universities also need to understand that technology is here to stay and this means that they need to place more and more emphasis on online virtual classroom teaching; eventually, it is submitted that if some of the universities do not highlight the importance of online teaching and virtual classrooms, students will simply shop elsewhere until they find a place of teaching that supports the online virtual classroom structure in the courses they wish to undertake.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Sign in / Sign up

Export Citation Format

Share Document