scholarly journals Innovation in Biomedical Engineering Education During the COVID-19 Pandemic

2020 ◽  
Vol 5 (2) ◽  
pp. 29
Author(s):  
Toh Yen Pang ◽  
Frank Feltham ◽  
Elena Pirogova
Keyword(s):  
Biomedical Engineering ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Well Being ◽  
Self Reflection ◽  
Engineering Discipline ◽  
Online Assessments ◽  
Teaching Team ◽  
Online Cheating ◽  
Authentic Learning Experiences

This paper addresses challenges that arose during the on-going coronavirus pandemic and methodologies implemented in teaching a Biomechanics course in the Biomedical Engineering program (Biomedical and Electrical Engineering Discipline, Faculty of Engineering, RMIT University, Melbourne, Australia). We aimed to address the requirements for a quick transition of the entire curriculum to efficient remote delivery of the course, which involved: (i) providing authentic learning experiences; (ii) keeping students motivated and engaged with their classes and team projects; and (iii) preventing students from cheating when completing online assessments. The specific tools, software packages and approaches employed to support the remote teaching and learning are presented and discussed in this paper. Effective and on-going communication with students was crucial for managing their expectations, engagement with the course materials and teaching team, retaining positive learning experiences and for their overall well-being. The Socratic approach used in developing the online assessments was able to promote students’ critical thinking, problem solving and self-reflection and assisted the teaching team in minimising online cheating. 

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

2015 ◽  
Vol 81 ◽  
pp. 49-58 ◽  
Author(s):  
Teemu Valtonen ◽  
Jari Kukkonen ◽  
Sini Kontkanen ◽  
Kari Sormunen ◽  
Patrick Dillon ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Authentic Learning Experiences ◽  
The Impact

scholarly journals Applications for virtual reality experiences in tertiary education

2020 ◽  
Author(s):  
Ghaith Zakaria ◽  
Sonia Wilkie
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Point Of View ◽  
Hands On ◽  
Virtual And Augmented Reality ◽  
Virtual Experiences ◽  
Authentic Learning Experiences

Providing authentic learning experiences is a stellar teaching and learning strategy to prepare students for their future careers. They cultivate and enhance students learning by providing hands- on, experiential learning opportunities. However, incorporating such activities can be challenging, logistically complicated and may encapsulate hazardous situations and safety concerns. When these challenges arise, Virtual and Augmented Reality can offer learning experiences to supplement the curriculum, and optimise the valuable time spent on location. This paper provides an overview of different pedagogical applications to incorporate virtual experiences, namely Virtual experiences to supplement and optimise real-world experiences; Simulations and virtual tours for inaccessible or remote locations; First-person point-of-view; and Virtual scenarios for dangerous situations, which is supported with examples of activities used in higher education.

‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team

2021 ◽  
pp. 183693912110103
Author(s):  
Andrew Gibbons ◽  
Sue Stover ◽  
Kiri Gould ◽  
Sandy Farquhar ◽  
Marek Tesar ◽  
...  
Keyword(s):  
Early Childhood ◽  
Interpersonal Relationships ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Well Being ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Dynamic View ◽  
Teaching Team

The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.

scholarly journals Digital Well-Being

2020 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Rehan Ahmed Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Emotional Health ◽  
Well Being ◽  
Online Student ◽  
Effective Manner ◽  
Teachers And Students ◽  
Online Cheating ◽  
User Friendly ◽  
And Control

Educational Institutions across the world have shifted fromcampus-based teaching and learning to online system of deliveryof education. During this transition phase, much emphasis hasbeen laid on the administrative and technological aspects of theonline teaching and learning. This includes resource building,faculty development, online student engagement and training.Importance has also been given to the challenges of onlineassessment which includes but is not limited to online cheating,implementation of online proctoring, and assessment of clinicalskills. However, in this process, one of the aspects that has notbeen given due diligence is the digital wellbeing of the end usersi.e., teachers and students.A new system of teaching and learning with its share ofchallenges puts stress both for students and teachers and affectstheir well-being. Well-being is more than just being happy. Aswell as feeling happy, well-being means developing as aperson, being satisfied, and making a contribution to thecommunity (Dodge & Huyton). The digital wellbeing takesinto consideration the effect of technologies and digital serviceson people’s mental, physical, and emotional health. It meansunderstanding and identifying the positive and negative impactsof engaging with digital activities and being aware of ways tomanage and control these to improve wellbeing (Shah, A., 2019).To ensure the well-beings of the teachers and students,the enhancement of well-being should be planned by theinstitutions for short-, mid- and long-term durations. To dothis, the institutions should consider the challenges faced bythe teachers and students in using the technology to teach andlearn, respectively. Institutional leaders should be aware of thepros and cons of the online teaching and learning.To ensure digital well-being, the process of using technology hasto be simple and friendly. It requires training of both teachersand students, selection of user-friendly applications, effectivelyengaging students in online sessions (Khan, Atta, Sajjad, &Jawaid, 2021), managing technology enhanced assessment,listening to the issue of teachers and students. If this is notdone in an effective manner, the results would be catastrophicresulting into disinterest in the delivery and acquisition ofknowledge. This would also cause extra stress and burden forstudents who will end with more extrinsic and cognitive loadand less germane load.Apart from the institutional level, it is important to managedigital well-being at the personal level as well. The time spenton technology should be effectively balanced. Derive moreoutput in lesser time (Gazzaley, & Samuel, 20121). Minimizethe distractions and take adequate breaks and find time for yourfamily (Allen, & Bhuyan, 2021). Monitor the time spent on usingthe technology (Samuel, & Gazzaley, 2021). This can be donemanually. However, applications are available that automaticallymonitor the technology usage. Daily or weekly reflections on useof technology and how it affects your mental and physical healthcan be helpful in attaining digital well-being.---------------------------------------------------------------

scholarly journals Reflective Apprenticeship for Teaching and Learning Mathematical Proof

2018 ◽  
Vol 4 (1) ◽  
pp. 68-80
Author(s):  
Daniel L. Reinholz
Keyword(s):  
Teacher Learning ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Graduate Level ◽  
Four Dimensions ◽  
Stem Disciplines ◽  
Authentic Learning Experiences ◽  
Level Analysis

This article explores teacher learning in a graduate-level analysis course for teachers. Drawing from the frameworks of extreme apprenticeship and Peer-Assisted Reflection (PAR), the course created authentic learning experiences for the teachers that served as models that they could use in their own classrooms. This paper describes how the teachers developed across the four dimensions of extreme apprenticeship. While this paper is grounded in mathematics, the extreme apprenticeship and PAR frameworks are cross-disciplinary, and thus there are implications for teaching and learning in all of the STEM disciplines.

Self-Reflection Note - A New Tool for Teaching and Learning -

2015 ◽  
Vol 54 (1) ◽  
pp. 115
Author(s):  
Dong-Gook Park ◽  
Sung-Hoon Park ◽  
Chul-Shin Kim
Keyword(s):  
Teaching And Learning ◽  
Self Reflection

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Determining Major Stressors for Students at a Private Medical College in Lahore, Pakistan, Using MSSQ.

2021 ◽  
Vol 15 (9) ◽  
pp. 2880-2886
Author(s):  
Syed Hussain Raza Zaidi ◽  
Sara Mukhtar ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Tayyaba Azhar ◽  
...  
Keyword(s):  
Medical Student ◽  
Teaching And Learning ◽  
Well Being ◽  
Cross Sectional Study ◽  
Mental Wellbeing ◽  
Mild Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Undergraduates ◽  
Moderate Stress

Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)

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