scholarly journals Does Lecture Format Matter? Exploring Student Preferences in Higher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Suzanne Young ◽  
Helen Young ◽  
Ashley Cartwright
Keyword(s):  
Mode Of Delivery ◽  
Student Feedback ◽  
Asynchronous Learning ◽  
Student Attendance ◽  
Student Preferences ◽  
Face To Face ◽  
Lecture Recordings ◽  
Different Types ◽  
Positive Experiences ◽  
Lecture Format

This article offers an important contribution to understanding students’ perceptions of lectures based on different formats of lecture delivery. The growth in the use of blended, flipped, synchronous and asynchronous learning for lecture delivery raises questions as to whether students prefer these innovative modes of delivery over the traditional face-to-face lectures. Furthermore, the contemporary debates over recording lectures and whether this impacts on student attendance requires further exploration by comparing recorded face-to-face lectures with other methods of lecturing. This article draws on data that explored students’ preferences for lectures by comparing students’ experiences on three different types of lectures. The main findings demonstrate that there is no one preferred method of lectures, with student feedback reporting positive experiences with all three. However, the strengths and limitations of each mode of delivery are provided by the students which indicate that flexibility, interaction and choice enhance participation in lectures. The data indicates that student attendance is only slightly affected by lecture recordings and that other factors need to be considered if lecturers are concerned about attendance. This paper suggests that courses ought to offer a range of different lectures to meet the needs of varied populations of learners and that ensuring the delivery is student-focused will empower students and increase their participation.

scholarly journals Complying and Coping: A Phenomenological Analysis of the Lived Experiences of College Students Studying During the COVID-19 Outbreak Lockdown

2021 ◽  
Vol 4 (3) ◽  
pp. 183-191
Author(s):  
Regina Chriscel S. Delute ◽  
Jhune Carlo S. Ada
Keyword(s):  
Distance Learning ◽  
Lived Experiences ◽  
Mode Of Delivery ◽  
The Philippines ◽  
Asynchronous Learning ◽  
State University ◽  
Face To Face ◽  
Use Of The Internet ◽  
Voice Calls ◽  
And Coping

The COVID-19 outbreak resulted in the sudden shift from on-campus class to remote learning using different ways, but mainly through the use of the internet to deliver instruction and submit the requirements. While the news is full of statistics about the COVID-19 cases, recoveries, and deaths, not much has been written about the plight of students during the pandemic. This study looked into the lived experiences of the five education students enrolled in Batangas State University learning on their own at home during the time of the Luzonwide lockdown in the Philippines. This phenomenological research utilized voice calls (Messenger) in getting data from the participants. In analyzing the data, the researchers identified the frequent words or phrases, categorized the responses, then identified the themes. Four themes emerged from the interviews: students partook in asynchronous learning for grades; remote education during a pandemic affords students’ stress and anxiety; students prefer in-face classes over distance learning; and they have insufficient technology. The study concluded with the understanding that the sudden implementation of distance learning, the student-participants view this mode of learning as a means to comply and to cope with the set standards given the available measures and resources. The student-participants are able to experience the truly independent and individual manner of learning. Participants need to adjust to the new mode of learning, for they are still in the traditional face to face mode of delivery of learning and education and Resources and means to connect are the major concerns of students especially those in the remote areas both the region and nearby provinces.

scholarly journals "But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Helen E. Larkin
Keyword(s):  
Teaching Practice ◽  
Academic Staff ◽  
Evaluation Methodology ◽  
Student Experiences ◽  
Student Attendance ◽  
Face To Face ◽  
Post Evaluation ◽  
Online Lectures ◽  
Lecture Recordings ◽  
The Impact

<span>The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance will decline. This study aimed to explore students' use of online lectures and to measure the impact of them on student attendance at lectures. A pre and post evaluation methodology was undertaken using a self administered questionnaire that gathered both quantitative and qualitative data. Overall attendance was recorded at each lecture throughout the semester. Results indicated that attendance remained high throughout the semester and while only a minority of students used the recordings, those who did found them to be helpful. Most students used them to either supplement their learning or to make up for a lecture that they had not been able to attend. This study provides evidence that contrary to popular belief, Generation Y students in general, do not aspire to replace lectures with downloadable, online versions. Many of the students in this study valued the opportunity for interactive learning provided by face to face teaching. Finally, a model that outlines the attributes that contribute to quality teaching is used to describe how this technology can contribute to positive student experiences and can enhance reflective teaching practice.</span>

Demographic Characteristics and Functional Levels of Patients With Fragility Fractures Who Accept Tele-rehabilitation as an Alternative to Face-to-face Home Rehabilitation

2021 ◽  
pp. 108482232098331
Author(s):  
Claire Morris ◽  
Maayken Van den Berg ◽  
Chris Barr ◽  
Stacey George ◽  
Maria Crotty
Keyword(s):  
Mode Of Delivery ◽  
Fragility Fractures ◽  
Demographic Characteristics ◽  
Rehabilitation Service ◽  
Cognitive Changes ◽  
Face To Face ◽  
Patient Reported ◽  
Cognitive Problems ◽  
Recent Falls ◽  
Functional Gains

There is a gap in the evidence on telerehabilitation (TR) for people with fragility fractures. It is unclear whether this group with recent falls who are often frail with cognitive changes will accept tele-rehabilitation and functional gains can be achieved using this approach. Prospective observational study of consecutive patients admitted with femoral or pelvic fracture to a hospital-based home rehabilitation service (HRS) between January and November 2017. Using tablets, multidisciplinary rehabilitation was provided via videoconferencing and use of exercise apps. Patients chose a face-to-face visit or TR. Information on demographic characteristics, functional levels, the total number of therapy sessions, TR episodes, reasons for non-acceptance of TR, and patient-reported experience using TR was collected. Fifty-two patients with hip and pelvic fractures were admitted to the HRS and 35 (67.3%) received TR. Patients who did not accept TR were older, frailer and more likely to be female than those who received TR. Of the 17 who did not receive TR, 6 were deemed unsuitable by staff due to hearing, vision or cognitive problems and 3 refused. The TR group achieved acceptable functional gains. In the TR group on average, participants had 13.63 (± 7.29) home visits however they only elected to have 3.43 (± 2.48) sessions delivered via TR. TR was acceptable to a subset of hip fracture patients but face-to-face was the preferred mode of delivery. More research is needed to understand patients’ preferences and beliefs, and the influence of clinician attitudes on uptake of TR.

Herramientas digitales para recolección, procesamiento y presentación de datos de campo como instrumento para afrontar la contingencia COVID-19

2021 ◽  
Vol 5 ◽  
pp. 96-104
Author(s):  
Didier Haid Alvarado Acosta
Keyword(s):  
Learning Curve ◽  
Training Programs ◽  
Communication Technologies ◽  
Field Work ◽  
Web Based ◽  
Face To Face ◽  
The Past ◽  
Online Platforms ◽  
Virtual Libraries ◽  
Different Types

In March of 2020, the COVID-19 outbreak forced people to lock themselves inside their homes and begin the process of transitioning from face-to-face activities at work, schools and universities to a 100 % virtual method. Even when Communication Technologies (ICT) and online platforms have seen growth over the past two decades, including various virtual libraries developed by database publishers or web-based training programs that appear to shorten the learning curve (Lee, Hong y Nian, 2002), many people were unprepared for this transition and all of them are now dedicated to entering the new reality. In this order of ideas, the activities that have traditionally required the assistance of the staff have had to adapt with the use of new tools, which meet daily needs. A clear example is the field work collection tasks. In this group, there are different types such as surveys, photographs, reviews or on-site inspections. The current work presents the use of tools for collecting, validating, analysing and presenting data remotely and in real time. All of them based on the ArcGIS Online platform.

scholarly journals A PRELIMINARY LOOK AT THE STRUCTURAL DIFFERENCES OF HIGHER EDUCATION CLASSROOM COMMUNITIES IN TRADITIONAL AND ALN COURSES

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Alfred P. Rovai
Keyword(s):  
Adult Learners ◽  
Classroom Community ◽  
Asynchronous Learning ◽  
Learning Effectiveness ◽  
Graduate Courses ◽  
Asynchronous Learning Network ◽  
Face To Face ◽  
Significant Difference ◽  
The Media ◽  
Classroom Communities

This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness. The present work examines classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses. Subjects consist of 326 adult learners who were enrolled in a mix of 14 undergraduate and graduate courses at two urban universities. As operationalized by the Sense of Classroom Community Index (SCCI), there appears no significant difference in classroom community between the two groups of subjects. However, a discriminant analysis shows a significant overall difference in community structure between the two groups. Variations between groups on feelings of similarity of needs, recognition, importance of learning, connectedness, friendship, thinking critically, safety, acceptance, group identity, and absence of confusion are the characteristics contributing mostly to this difference in learning effectiveness.

scholarly journals Effect of "Motivational Interviewing" and "Information, Motivation and Behavioral Skills” on Choosing Mode of Delivery in Pregnant Women: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Mahboubeh Shirzad ◽  
Elham Shakibazadeh ◽  
Abbas Rahimi Foroushani ◽  
Mehrandokht Abedini ◽  
Hamid Poursharifi
Keyword(s):  
Cesarean Section ◽  
Motivational Interviewing ◽  
Pregnant Women ◽  
Self Efficacy ◽  
Mobile Application ◽  
Controlled Trial ◽  
Mode Of Delivery ◽  
Brief Interventions ◽  
Behavioral Skills ◽  
Face To Face

Abstract Background: Cesarean section is an important surgical procedure to save mothers and/or babies’ lives. Current trends show that the rate of Cesarean section is increasing dramatically over the years. The aims of this study were to compare the effects of "motivational interviewing" and "information, motivation and behavioral skills” model on choosing mode of delivery among pregnant women.Methods: In a four-armed, parallel-design randomized controlled trial, 120 women were randomly assigned to three brief interventions and one control groups. We recruited pregnant women referring to Ebnesina hospital, Tehran- Iran from 2019-2020. The intervention groups included: 1) motivational interviewing; 2) face-to-face information, motivation and behavioural skills model; and 3) information, motivation and behavioural skills model provided using a mobile application. The inclusion criteria were being literate, gestational age 24 to 32 weeks, being able to speak Persian, having no complications in the current pregnancy, having no indications for CS, and having enough time to participate in the study. The most important outcomes of the study included women’s intentions to undergo any mode of delivery, women’s self-efficacy in choosing the mode of delivery, and mode of delivery. Data were analyzed using descriptive statistics (mean, frequency and standard deviation), inferential statistics including independent t-test, paired t-test, Chi-squared and One-way ANOVA tests and logistic regression.Results: Following the interventions, significant differences were found in the mode of delivery (P < 0.05) and women’s self-efficacy and intention (P < 0.05). Women who had used the mobile application had more improvements in the self-efficacy and intention than the face-to-face intervention groups.Conclusions: Our study showed positive significant effects of various types of brief interventions to reduce unnecessary Cesarean section rate among the participant women. Providing the intervention using mobile application showed even better results. Our findings may contribute to a rise in normal vaginal delivery; and these simple, non-expensive, tailored to women, and culture-oriented brief interventions can be considered as appropriate strategies to reduce Cesarean section rate in local, national, and/or regional levels.Trial registration: This study has been registered in Iran Randomized Clinical Trial Center (IRCT20151208025431N7). Registered October 07, 2018.

scholarly journals Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum

2021 ◽  
Vol 6 (3) ◽  
pp. 14-23
Author(s):  
Claude Jeffrey Renaud ◽  
Zhi Xiong Chen ◽  
Heng-Wai Yuen ◽  
Lay Ling Tan ◽  
Terry Ling Te Pan ◽  
...  
Keyword(s):  
Online Learning ◽  
National Level ◽  
Learning Technologies ◽  
Asynchronous Learning ◽  
Good Communication ◽  
Innovative Strategies ◽  
Face To Face ◽  
Summative Assessments ◽  
Hands On ◽  
Learning Platforms

Introduction: The Coronavirus-19 pandemic has had profound effects on health professions education (HPE) posing serious challenges to the continued provision and implementation of undergraduate, postgraduate and continuing medical education (CME). Across these HPE domains, the major disruptions included the exclusion of undergraduate learners from clinical learning environments, restricted intra-, inter-institutional and overseas movement of medical professionals, termination of face-to-face learner-educator interactions, deployment of postgraduate learners into non-scope service settings, and CME postponement. Methods: In this review we report on how in Singapore various adaptive measures were instituted across the 3 HPE domains at institutional and national level to maintain adequate resources at the frontline to meet service exigencies, promote healthcare professionals’ wellbeing and safety as well as mitigate the spread of the pandemic. Results: We identified several strategies and contingencies developed to address these challenges. These involved the use of online learning platforms, distributed and asynchronous learning, an undergraduate Pathway Programme, and use of innovative hands-on technology like simulation. Robust, well pre-planned pandemic preparedness, effective communication, as well as provision of psychological support resources ensured maintenance of service and academic continuity, trust and resilience within HPE. However, several challenges remain, namely the timing and manner of conducting formative and summative assessments, cybersecurity, and the indispensable hands-on, in-person experiential learning for surgical training. Conclusion: Strong leadership with vision and planning, good communication, prioritising learners’ and educators’ wellbeing and safety, and harnessing existing and emerging online learning technologies are crucial elements for effective contingencies for HPE disruption during pandemics.

scholarly journals Innovation through i2Flex: The Transformation of a Classic in the Humanities Program

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Kathleen Jasonides ◽  
Janet Karvouniaris ◽  
Amalia Zavacopoulou
Keyword(s):  
Performing Arts ◽  
New Technology ◽  
Student Feedback ◽  
Learning Activities ◽  
Face To Face ◽  
Visual And Performing Arts ◽  
Essential Questions ◽  
History Of ◽  
Course Format

Innovative since its inception, the ACS Honors Humanities program has a long history of more than 40 years as an interdisciplinary team-taught course that examines essential questions through literature, visual and performing arts, philosophy and history.  This innovative approach has continued to motivate successive teaching teams to modify and enhance a program that challenges students academically, utilizing the best possible resources and taking advantage of new technology. In this article, we present one in-depth case study where we explain how we transformed the Honors Humanities course from Face To Face to i2Flex. We will describe and present examples of how we redesigned the course format and presentation, learning activities and assessment. We present data on student feedback and our findings regarding the benefits and challenges of adopting the i2Flex methodology for this course.

scholarly journals Students as Designers of E-book for Authentic Assessment

2019 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Raja Maznah Raja Hussain ◽  
Khalid Khamis Al Saadi
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Authentic Assessment ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Face To Face ◽  
Authentic Assessments ◽  
Peer Reviewers ◽  
Collaborative Learning Environment ◽  
Positive Experiences

Purpose â€“ The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology â€“ Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings â€“ The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance â€“ The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

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