scholarly journals EDUCATIONAL CRISIS MANAGEMENT REQUIREMENTS AND ITS RELATION TO USING DISTANCE LEARNING APPROACH: A CROSS-SECTIONAL SURVEY SECONDARY STAGE SCHOOLS IN AL-BALQA’A GOVERNORATE DURING COVID-19 OUTBREAK FROM THE PERSPECTIVES OF TEACHERS

2021 ◽  
pp. 196-212
Author(s):  
Fadi SAMAWI
Keyword(s):  
Distance Learning ◽  
Crisis Management ◽  
Learning Approach ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Educational Crisis ◽  
Secondary Stage

scholarly journals Job insecurity, organisational commitment and work engagement among staff in an open distance learning institution

2019 ◽  
Vol 19 (1) ◽  
pp. 22-43 ◽  
Author(s):  
A N Moshoeu ◽  
D J Geldenhuys
Keyword(s):  
Distance Learning ◽  
Work Engagement ◽  
Significant Relationship ◽  
Survey Design ◽  
Job Insecurity ◽  
Measuring Instruments ◽  
Organisational Commitment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Alternative Employment

The objective of this study was to explore the relationship between job insecurity, organisational commitment and work engagement among staff in an open distance learning institution. The research was conducted through computer-aided telephone interviews and self-completion techniques. A cross-sectional survey design was conducted among 260 employees in an open distance learning institution. The measuring instruments included the job insecurity scale, organisational commitment questionnaire and Utrecht Work Engagement Scale. The results demonstrated statistically significant relationships between job insecurity and organisational commitment, and between job insecurity and work engagement. A practically significant relationship between variables was also determined; however, the effect was too small to yield a practically significant relationship between the variables. The results revealed that a component of job insecurity (likelihood of loss of job features), together with a component of work engagement (vigour), explains 25% of the total variation of organisational commitment and that the remaining 75% was attributed to factors beyond the scope of this study. This study demonstrated that employees would not always reduce their commitment and work effort when confronted with uncertainty as suggested by several studies. Nevertheless, it could be assumed that the survey participants fear being unemployed and feel trapped because of a lack of alternative employment opportunities.

scholarly journals Now, I think doctors can be heroes … Medical student’s attitudes towards the COVID-19 pandemic’s impact on key aspects of medical education and how the image of the medical profession has changed due to the COVID-19 pandemic

2021 ◽  
Author(s):  
Verena Steiner-Hofbauer ◽  
Julia S. Grundnig ◽  
Viktoria Drexler ◽  
Anita Holzinger
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Medical Students ◽  
Medical Profession ◽  
Practical Training ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Negative Comments ◽  
Key Aspects

Summary Background The COVID-19 (coronavirus disease 2019) pandemic hit the world in early 2020 and influenced medical education worldwide. Distance learning, risk of infection and patient care, telehealth literacy, medical ethics and research in medical education are key factors of medical education challenged by the pandemic. Additionally, the following question arises: “What do medical students think about their future profession in the face of this crisis?” Methods A cross-sectional survey was conducted among all undergraduate medical students of the Medical University of Vienna. 872 students answered the self-developed questionnaire. Qualitative and quantitative data analyses were conducted. Results The data show that the COVID-19 pandemic has raised awareness for the key aspects. In all areas of interest, students’ feeling of petaredness is limited. Limitations in practical training and distance learning as well as social isolation concern a majority of students. Neutral, positive, and negative themes emerged in qualitative data analysis. Only 8% of the students of the first 3 years of study versus 13.4% of the students in higher years commented negatively. 18.7% of male vs. only 12.5% of all female students’ comments were positive. A large proportion of positive comments were dedicated to the relevance and deeper meaning of the medical profession. Infection risk and the demanding nature of the medical profession were predominant in negative comments. Conclusion The COVID-19 crisis has turned the spotlight on several aspects of medical education in need of reform. In addition, the occupational image of the medical profession seems to shift under the weight of this pandemic.

scholarly journals Perception of Nigerian Open and Distance Learning Students on the Use of Instructional Technologies for Pedagogic Experience

2020 ◽  
Vol 14 (4) ◽  
pp. 584
Author(s):  
Nathaniel Samuel ◽  
Mudasiru O. Yusuf ◽  
Charles O. Olumorin
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Easy Access ◽  
Instructional Technologies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Open And Distance Learning ◽  
Frequency Counts

This study aimed at determining the perceptions of distance learning students of the availability, accessibility, usefulness and influence of instructional technologies for acquiring pedagogic experience at Ogbomoso, Osogbo and Ilorin, Nigeria. The study was descriptive of cross-sectional survey type and used a researchers-designed questionnaire to collect data. A total of 397 undergraduate students were randomly sampled from six faculties in the sampled study centres. Four research questions were raised, answered and analyzed using frequency counts and percentages. The results showed that instructional technologies were not sufficiently available and accessible to the students at study centres for the acquisition of pedagogic experiences. The findings revealed that students displayed a good level of interest in experiential learning using the available instructional technologies due to a high perception of usefulness of instructional technologies for learning. However, inadequacy of the instructional technologies was a constraint towards access and adequacy of their utilization by the students. It was recommended that government and non-governmental organizations should work to procure adequate instructional technologies that would facilitate easy access to pedagogical experiences.

The implication of multicultural education on students' learning approaches in biosciences and pharmacy courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zhi Xiang Ng ◽  
Phaik Har Yong
Keyword(s):  
Multicultural Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Personal Factors ◽  
Teaching Approaches ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type

PurposeThe globalisation of higher education has created new challenges for educators to remain dynamic in teaching science undergraduates with diverse cultural backgrounds. The current study explores this challenge by evaluating the different personal factors among biosciences and pharmacy undergraduates that affect their learning approaches as well as to identify course-specific teaching approaches in order to determine their impacts on students' learning.Design/methodology/approachA cross-sectional survey design based on study process questionnaire (SPQ), and approaches and study skills inventory for students (ASSIST) was utilised to collect quantitative data from 129 biosciences and pharmacy undergraduates.FindingsBiosciences undergraduates adopted deep and achieving learning approaches as they progressed through the curriculum, whilst surface learners dominated the pharmacy course. Ethnicity was shown to affect the learning approaches among the undergraduates. Although male undergraduates from both courses were more competitive than the female, elder female undergraduates tend to adopt deep learning approach. Pre-university qualifications did not significantly influence the undergraduate's learning approach. The contrasting finding on the preferred teaching approaches between biosciences and pharmacy undergraduates has highlighted the importance of providing tailored teaching and learning strategies to cater different students' learning needs.Originality/valueThis study has demonstrated the combinational use of SPQ and ASSIST instruments to compare undergraduate's learning approaches with preferred teaching approaches. The current finding could support the development of teaching and learning practice among the biosciences and pharmacy undergraduates with multicultural background.

Perceptions regarding team-based learning among undergraduate physical therapy students

2020 ◽  
pp. 1-10
Author(s):  
Muhammad Furqan Yaqoob ◽  
Zara Khalid ◽  
Muhammad Ehab Azim ◽  
Sana Ahsan ◽  
Muhammad Furqan Hassan ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Learning Approach ◽  
Physical Therapy Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Minnesota Satisfaction Questionnaire ◽  
Knowledge Practices ◽  
Team Based Learning ◽  
Convenience Sampling ◽  
Rehabilitation Sciences

Abstract Team-based learning (TBL) is a strategy where teams work together to develop concepts and apply them towards problem-solving. This latest learning approach has not been tried in the educational environment of Rehabilitation Sciences. Hence, this study aimed to assess the knowledge and practices regarding TBL among undergraduate physical therapy students. A descriptive cross sectional survey was conducted involving 222 undergraduate physical therapy students who were selected via non-probability convenience sampling from Foundation University Institute of Rehabilitation Sciences over a period of three months (May 2018 - July 2018). Data was collected using questionnaire in the light of literature review, developed by Wright States University’s Department of Communication based on the Minnesota satisfaction questionnaire. It contained questions regarding knowledge, practices and satisfaction with team-based learning, assessed via 19 statements on 5-point Likert scale. Continuous....

scholarly journals University Teacher Students’ Learning in Times of COVID-19

2021 ◽  
Vol 11 (12) ◽  
pp. 776
Author(s):  
Lars Emmerichs ◽  
Virginia Deborah Elaine Welter ◽  
Kirsten Schlüter
Keyword(s):  
Distance Learning ◽  
Reference Sample ◽  
Professional Knowledge ◽  
Self Concept ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
First Semester ◽  
Before And After ◽  
Teacher Students

At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students’ self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students’ self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.

scholarly journals Examination of the Hexad User Types and their Relationships with Gender, Game Mode, and Gamification Experience in the Context of Open and Distance Learning

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Dilek Şenocak ◽  
Köksal Büyük ◽  
Aras Bozkurt
Keyword(s):  
Distance Learning ◽  
Game Design ◽  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Design Elements ◽  
Open And Distance Learning ◽  
And Gender ◽  
Learning Ecology ◽  
Common User

Gamification, which is defined as the use of game design elements in non-game contexts, is put forward as a solution to low motivation and is suggested for the creation of a sustainable learning ecology in open and distance learning (ODL). The overall purpose of the present study was to examine the distribution of the Hexad gamification user types and the correlations of gamification experience, game mode, and gender with the user types’ scores within the context of an ODL system. The researchers adapted quantitative cross-sectional survey design to seek answers in this study. The Hexad user types of distance learners were determined based on the online “Gamification User Types Hexad Scale.” Findings revealed that the most common user types in the ODL environment were Philanthropists, Achievers, and Free Spirits, followed by Socializers and Players with a lower mean, while the least common user type was Disruptors. Women tended to score higher than men on the Disruptor user type. Achievers, Socializers, Philanthropists, and Players preferred multiplayer game modes, while the game mode had little influence on Free Spirits and Disruptors. Regarding the gamification experience, Players and Free Spirits seemed to have more experience of gamified applications. This study provides insights to learning designers in developing gamified ODL systems to engage the different Hexad user types.

scholarly journals Investigating the Causes of Divorce through Narrative Analysis in Yazd City and Designing a Prerequisite Education based on the Causes of Divorce using a Hidden Learning Approach on the basis of Family, School, and Student

2020 ◽  
Author(s):  
Vahid Rezaei ◽  
Mohammad Hossein Fallah ◽  
Saeed Vaziri
Keyword(s):  
Narrative Analysis ◽  
Learning Approach ◽  
Educational Model ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Statistical Population ◽  
Clinical Interviews ◽  
Behavior Observation ◽  
Data Saturation ◽  
Yazd City

Introduction: Today, divorce is a well-known and dangerous social phenomenon that disintegrates families and corrupts the society. Therefore, this study aimed to investigate the causes of divorce through narrative analysis in Yazd City and to design a prerequisite education based on the causes of divorce using a hidden learning approach on the basis of family, school, and student approach. Method: The statistical population of this study included the divorced couples in Yazd City selected using the available sampling method.A descriptive cross-sectional survey was used and clinical interviews were conducted  with each divorced couple. The qualitative data were collected until data saturation was met. The collected data were analyzed by narrative analysis. After coding the information, the  qualifications causes of divorce were identified. Later, an effective educational model was designed on the basis of family, school, and student using the hidden learning approach. Conclusion: Qualitative analysis of the narratives of divorce factors resulted in an educational model based on active and hidden learning models on the basis of family, school, and student. The active learning model included consensus, case study, written activities, games, discussions and debates, and brainstorming.  The hidden learning area included behavior observation, storytelling, intimacy, social learning, reinforcing normative behavior, watching movies, encouraging correct behavior, sports modeling. Based on the findings, the designed model can prevent from divorce.

scholarly journals University students’ perceptions on e-Learning: Cross-study in Portugal and Italy

2021 ◽  
Vol 16 (5) ◽  
pp. 2324-2335
Author(s):  
Susana Moreira Bastos ◽  
Manuel Moreira Silva ◽  
Valeria Caggiano
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Computer Literacy ◽  
Positive Attitude ◽  
Learning Experience ◽  
Survey Questionnaire ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Digital Skills ◽  
E Learning

The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. This study aims to evaluate the distance learning experience of students during the COVID-19 pandemic by comparing results obtained in two countries: Italy and Portugal. A cross-sectional survey was used to analyse a survey questionnaire focused on two domains: digital skills and motivation to engage in distance learning. The results from Italian and Portuguese students indicated that majority showed a positive attitude towards online learning and the digital hybrid pedagogy. The recent e-learning experience created complex challenges and a variety of opportunities at the same time. Students and university staffs’ need for training was highly associated with motivation, engagement and connection with colleagues rather than with the infrastructures offered or the development of computer literacy. Keywords: COVID-19; digital skills; students' perceptions; students’ motivation.

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