An overnight shift towards remote teaching and learning of musculoskeletal physiotherapy in Karelia University of Applied Sciences in Finland

2020 ◽  
Author(s):  
Maiju Issakainen ◽  
Sini Puustinen ◽  
Raija Kuisma
Keyword(s):  
Applied Sciences ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Tasks ◽  
University Of Applied Sciences ◽  
Individual Feedback ◽  
Physiotherapy Programme ◽  
The Impact ◽  
Teaching Video ◽  
Support Students

Background: Musculoskeletal physiotherapy (MSK) is learned and practiced in a classroom with the guidance of a physiotherapy teacher. In Karelia University of Applied Sciences, a flipped classroom approach has been implemented and developed actively since 2017 in MSK courses in physiotherapy education. However, the COVID-19 pandemic changed everyday life very fast all over the world. Karelia, like all other schools, moved all activities into remote mode very quickly and “normal” teaching methods had to change. Aim: This article describes how the change from contact to remote teaching was implemented in MSK courses in the physiotherapy programme at Karelia in Finland, using a flipped classroom approach. The article also highlights students’ experiences of remote teaching in these courses, although theoretical analysis and discussion on the impact on students’ learning is not considered in this Research Note. We are planning to continue exploring the impact and practice of this remote teaching approach, which is becoming the new normal. Conclusion: Well-planned pedagogical manuscript implemented with a flipped classroom approach seems to work well in teaching physiotherapy theory and skills remotely. Carefully planned learning tasks and individual feedback are particularly important for learning during remote teaching. Video and text material in theoretical and practical MSK topics seemed to support students’ learning during the remote teaching and video feedback especially, could be used more in the future.

scholarly journals Multikodalität und Digitales Lehren und Lernen

2021 ◽  
Keyword(s):  
Applied Sciences ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Special Role ◽  
Master's Program ◽  
Multimedia Teaching ◽  
University Of Applied Sciences ◽  
Training Courses ◽  
The University

Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.

Research trends in flipped classroom empirical evidence from 2017 to 2018

2019 ◽  
Vol 16 (3) ◽  
pp. 255-277 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Yin Zhang ◽  
Xiuhan Li ◽  
Samuel Kai Wah Chu ◽  
Saifullah Idris ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
National Standards ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Content Type ◽  
Competency Based ◽  
The Impact

Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

scholarly journals Physical Activity, Nutritional Habits, and Sleep Behavior Among Health Profession Students and Employees of a Swiss University During and After COVID-19 Confinement: Protocol for a Longitudinal Observational Study (Preprint)

2020 ◽  
Author(s):  
Slavko Rogan ◽  
Eefje Luijckx ◽  
Jan Taeymans ◽  
Karin Haas ◽  
Heiner Baur
Keyword(s):  
Applied Sciences ◽  
Physical Activity ◽  
Home Office ◽  
Sleep Behavior ◽  
Nutritional Habits ◽  
Department Of Health ◽  
University Of Applied Sciences ◽  
The Government ◽  
Novel Coronavirus ◽  
The Impact

BACKGROUND SARS-CoV-2, a novel coronavirus strain, has resulted in the COVID-19 pandemic since early 2020. To contain the transmission of this virus, the Swiss Federal Council ordered a nationwide lockdown of all nonessential businesses. Accordingly, students and employees of institutions for higher education were informed to continue their academic programs through home-office settings and online lectures. OBJECTIVE This longitudinal survey aims to evaluate various lifestyle habits such as physical activity, nutritional habits, and sleep behavior among students and employees of a Swiss University of Applied Sciences during a 2-month period of confinement and social distancing due to the COVID-19 pandemic and 1 year thereafter. METHODS This paper describes a protocol for a retrospective and prospective observational cohort study. Students and employees of Bern University of Applied Sciences, Department of Health Professions, were invited to anonymously complete a web-based survey during the COVID-19 confinement period. This will be followed by a second survey, scheduled 1 year after the lockdown. Information on various lifestyle aspects, including physical activity, nutritional habits, and sleep behavior, will be collected using adaptations of existing validated questionnaires. RESULTS This longitudinal study started during the government-ordered confinement period in Switzerland in mid-April 2020 and will end in mid-2021. CONCLUSIONS The findings of this survey will provide information about the impact of confinement during the COVID-19 crisis on the physical activity, nutritional habits, and sleep behavior of students and employees of a Swiss institute. CLINICALTRIAL ClinicalTrials.gov NCT04502108; https://www.clinicaltrials.gov/ct2/show/NCT04502108 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/25051

scholarly journals U-Behavior: Visual-Form Learning Analytics to Enhance Teaching and Learning

2020 ◽  
Author(s):  
Kelly McKenna ◽  
James Folkestad ◽  
Marcia Moraes
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Retrieval Practice ◽  
Self Awareness ◽  
Visual Form ◽  
Effective Learning ◽  
Learning Practices ◽  
Student Reflections ◽  
The Impact ◽  
Support Students

Learning analytics have great potential to support students’ learning process and instructors’ learning design, specially when presented as a visualization, visual-form LA, designed in conjunction with student reflections.  This presentation represents a multi-year mixed-methods study that collected students learning analytics from participation in retrieval practice activities, low-stake quizzes, and presented this data as visual-from LA to help students to be cognizant of and reflect on their learning practices in order to improve retention and  recall by implementing high impact learning practices. Quantitative and qualitative data was collected, analyzed, and integrated to generate insights regarding the impact of the design on students’ study behaviors and students’ self-awareness of these behaviors.  Findings suggest that the integration is successful in developing autonomous learners that more often recognize and implement effective learning behaviors.

Delightfully, Difficult Work

2010 ◽  
pp. 169-183
Author(s):  
Karen Weller Swanson
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Scholarship Of Teaching ◽  
Continuous Growth ◽  
Whole Person ◽  
Ways Of Thinking ◽  
Transformational Growth ◽  
The Impact ◽  
Support Students

Many times students enroll in courses with the sole intention of learning new content or skills. While this is a reasonable goal, a longer term vision for students towards one of a transformed individual educates the whole person. Transformation through education has been studied for years (Kegan, 1994; Baxter-Magolda & King, 2004; and Belenky et al., 1986). This chapter is designed to examine the framework that explains the process of the transformational growth of students in becoming self-authoring. This chapter will also discuss the scholarly role that transformation plays for instructors through the Scholarship of Teaching and Learning (SoTL). Both theories have similar requirements for reflection, dialogue with peers and continuous growth. The need to design experiences that explicitly support students to reflect on their assumptions, consider alternative perspectives, develop a content language, and make connections between theory and practice will be discussed. The impact of explicitly making these ideas transparent to students illustrates the importance of modeling and valuing reflective feedback by instructors to enhance the learning process. Ideally, well-designed course dynamically shapes instructors’ thinking about their teaching and students‘ ways of thinking about their learning.

scholarly journals The Architectural Design of Successful Online English Classes

2021 ◽  
Vol 27 (2) ◽  
pp. 121-124
Author(s):  
Daniela-Elena Duralia
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
English Classes ◽  
Self Confidence ◽  
The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

scholarly journals Application of Flipped Classroom Methodology in Applied Sciences through STEM Exploitation Activities during COVID Pandemic Period

2021 ◽  
Vol 4 (2) ◽  
pp. p37
Author(s):  
Plageras Antonios ◽  
Xenakis Apostolos ◽  
Vavougios Dionysios ◽  
Kalovrektis Konstantinos
Keyword(s):  
Applied Sciences ◽  
Learning Environment ◽  
Differentiated Instruction ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Approach ◽  
Educational Systems ◽  
Learning Approach ◽  
Teaching Techniques ◽  
The Individual

Differentiated instruction is an approach that presupposes the existence of a diverse number of students and their ability to access knowledge provided that a variety of methods and activities is used. Differentiated instruction is a way to incorporate and diagnose the individual needs of every student separately and to create such a learning environment so as to cover all needs. All students are not the same that means that they learn in different ways and at a different pace. Based on this knowledge, differentiated instruction applies an approach both to teaching and learning that offers the students a variety of choices to gain information and better understand the newly acquainted knowledge. Differentiated instruction is a teaching approach based on the principle that all teaching techniques must vary and adapt accordingly in relation to the needs and the various ways of learning on the part of the students with the view of enhancing the understanding of knowledge within the classroom. The model of differentiated instruction proposed requires on the part of the teachers to be flexible in the technique they use and adaptable in the curriculum and in the presentation of the information based on the needs of the students. Based on the idea that change in teaching practices may help overcome the ineffectiveness of the educational systems and their inability to cover the needs of the students, it is considered necessary to examine whether the use of differentiated instruction learning approach could improve the understanding of the students in the fields of applied sciences.

scholarly journals Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times

2021 ◽  
Vol 10 (7) ◽  
pp. 84
Author(s):  
Shoshanah Jacobs ◽  
Christine E. B. Mishra ◽  
Erin Doherty ◽  
Jessica Nelson ◽  
Emily Duncan ◽  
...  
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
Local Community ◽  
Lessons Learned ◽  
Engaged Pedagogy ◽  
Transferable Skills ◽  
Human Needs ◽  
The Impact ◽  
Support Students

When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress - a community-engaged experiential learning course with a curricular emphasis on transferable skills - flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describe the teaching approaches used to support students.

scholarly journals Feedback-based Learning Through Online Feedback Systems in Higher Education

2017 ◽  
Author(s):  
Paula Figas ◽  
Alexander Bartel ◽  
Georg Hagel
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Feedback System ◽  
Student Feedback ◽  
Feedback Systems ◽  
Quality Of Teaching ◽  
University Of Applied Sciences ◽  
Online Feedback

From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented.

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