scholarly journals Emotional exhaustion in Peruvian university students during the COVID-19 pandemic

2021 ◽  
Vol 14 (33) ◽  
pp. e16542
Author(s):  
Edwin Gustavo Estrada Araoz
Keyword(s):  
Emotional Exhaustion ◽  
Private University ◽  
Academic Life ◽  
Validity And Reliability ◽  
Timely Manner ◽  
Face To Face ◽  
Emotional Aspect ◽  
Receive Treatment ◽  
Teaching Learning

The COVID 19 pandemic has caused the teaching-learning modality to go from being face-to-face to being virtual, which has forced students to adapt to this new scenario, however, despite the fact that this modality has favorable aspects, it also it has had implications in the socio-emotional aspect. Therefore, the present research aimed to describe the emotional exhaustion in Peruvian students from a private university during the COVID-19 pandemic. The approach was quantitative, the design was non-experimental, and the type was descriptive, transectional. The sample consisted of 265 students, to whom the Emotional Tiredness Scale was applied, an instrument with required levels of validity and reliability. The results found indicate that the students presented high levels of emotional exhaustion (39.4%) and it was determined that some sociodemographic variables such as sex and age were significantly associated with this condition (p<0.05). It was concluded that it is necessary for the University's Psychology area to detect students with high levels of emotional exhaustion in a timely manner so that they receive treatment and can improve their academic performance and quality of life. On the other hand, students should be encouraged to develop coping strategies for stressful situations, typical of academic life and the context of pandemic.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

scholarly journals Development of a Phone Survey Tool to Measure Respectful Maternity Care During Pregnancy and Childbirth in India: Study Protocol (Preprint)

2018 ◽  
Author(s):  
Amnesty E LeFevre ◽  
Kerry Scott ◽  
Diwakar Mohan ◽  
Neha Shah ◽  
Aarushi Bhatnagar ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Maternity Care ◽  
Quality Data ◽  
Respectful Maternity Care ◽  
Validity And Reliability ◽  
Survey Tool ◽  
Face To Face ◽  
Pregnancy And Childbirth ◽  
Phone Survey

BACKGROUND Respectful maternity care (RMC) is a key barometer of the underlying quality of care women receive during pregnancy and childbirth. Efforts to measure RMC have largely been qualitative, although validated quantitative tools are emerging. Available tools have been limited to the measurement of RMC during childbirth and confined to observational and face-to-face survey modes. Phone surveys are less invasive, low cost, and rapid alternatives to traditional face-to-face methods, yet little is known about their validity and reliability. OBJECTIVE The primary objective of this study was to develop validated face-to-face and phone survey tools for measuring RMC during pregnancy and childbirth for use in India and other low resource settings. The secondary objective was to optimize strategies for improving the delivery of phone surveys for use in measuring RMC. METHODS To develop face-to-face and phone surveys for measuring RMC, we describe procedures for assessing content, criterion, and construct validity as well as reliability analyses. To optimize the delivery of phone surveys, we outline plans for substudies, which aim to assess the effect of survey modality, and content on survey response, completion, and attrition rates. RESULTS Data collection will be carried out in 4 districts of Madhya Pradesh, India, from July 2018 to March 2019. CONCLUSIONS To our knowledge, this is the first RMC phone survey tool developed for India, which may provide an opportunity for the rapid, routine collection of data essential for improving the quality of care during pregnancy and childbirth. Elsewhere, phone survey tools are emerging; however, efforts to develop these surveys are often not inclusive of rigorous pretesting activities essential for ensuring quality data, including cognitive, reliability, and validity testing. In the absence of these activities, emerging data could overestimate or underestimate the burden of disease and health care practices under assessment. In the context of RMC, poor quality data could have adverse consequences including the naming and shaming of providers. By outlining a blueprint of the minimum activities required to generate reliable and valid survey tools, we hope to improve efforts to develop and deploy face-to-face and phone surveys in the health sector. INTERNATIONAL REGISTERED REPOR DERR1-10.2196/12173

Teaching, Learning, and Assessment During the COVID-19 Pandemic

2021 ◽  
pp. 128-145
Author(s):  
Upasana Gitanjali Singh ◽  
Chenicheri Sid Nair
Keyword(s):  
Mixed Method Study ◽  
African Students ◽  
Face To Face ◽  
Online Tools ◽  
Quality Of Delivery ◽  
Digital Pedagogy ◽  
Technological Competency ◽  
Major Factors ◽  
Teaching Learning

The COVID pandemic raises several questions in terms of the adaptability of the higher education sector and its readiness to act , while providing the same quality of delivery as face-to-face classes. This mixed method study investigated academic perceptions of the forced change of delivery and the effects on the quality of teaching, learning, and assessment. This study identified that many African academics, though not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment. The most effective online tools adopted during this crisis was Zoom and WhatsApp with the LMS tools mostly adopted for assessment purposes. The major factors that affected African students' ability to engage online included lack of access to connectivity and devices, technological competency, and emotional and social factors. The study reinforced the need to consider all the pillars proposed by the Khan framework.

EscapeWine!

2022 ◽  
pp. 356-375
Author(s):  
Marta Ferreiro González ◽  
Cristina Cejudo Bastante ◽  
Ana Belén Díaz Sánchez ◽  
Gerardo Fernández Barbero ◽  
Ana Jiménez Cantizano ◽  
...  
Keyword(s):  
Learning Systems ◽  
Evaluation Tool ◽  
High Quality ◽  
Online Activity ◽  
Loss Of Face ◽  
Face To Face ◽  
Innovative Environment ◽  
Teaching Learning ◽  
Virtual Mode

In the last year, lectures have been forced to adapt teaching to a virtual mode. The loss of face-to-face teaching has generated a detriment in active collaborative learning and has worsened the sharing of concepts. Although gamification has been widely used to improve the quality of teaching and the interest of the students, there is still a need for more interactive alternatives in teaching-learning systems to motivate students in remote lessons. EscapeWine! is an online activity designed for students of the Enology Degree to help them contextualize concepts from different disciplines and to strengthen their transversal skills in a motivating environment while providing the lectures with an online evaluation tool. Students must solve different riddles presented as tasks in Moodle platform to make a high-quality wine and not “get fired.” The results showed that the activity has the potential to be implemented as an innovative environment in virtual lessons.

scholarly journals Online-synchronized clinical simulation: an efficient teaching-learning option for the COVID-19 pandemic time and: beyond

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Santiago Mora-Martinez ◽  
Ana Sofía Díaz-Gómez ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Latin American ◽  
Health Science ◽  
Face To Face ◽  
Clinical Simulation ◽  
Health Science Education ◽  
And Performance ◽  
Teaching Learning ◽  
Latin American Countries

AbstractFace-to-face clinical simulation has been a powerful methodology for teaching, learning, and research, and has positioned itself in health science education. However, due to the COVID-19 pandemic, social distancing has forced universities to abandon simulation centers and make use of alternatives that allow the continuation of educational programs safely for students and teachers through virtual environments such as distance simulation. In Latin America, before the pandemic, the use of non-presential simulation was very limited and anecdotal. This article has three main objectives: to establish the efficacy of online-synchronized clinical simulation in the learning and performance of medical students on the management of patients with COVID-19 in simulation centers of three Latin American countries, to determine the quality of the online debriefing from the students’ perspective, and to deepen the understanding of how learning is generated with this methodology.

scholarly journals Validity and Reliability of a Self-Acceptance Scale for Youth with Physical Disabilities

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Nor Wahiza Abdul Wahat ◽  
Seyedali Ahrari ◽  
Jeffrey Lawrence D’Silva ◽  
Noraini Mohamed ◽  
Siti Aishah Hassan
Keyword(s):  
Social Stigma ◽  
Physical Disabilities ◽  
Validity And Reliability ◽  
Youth With Disabilities ◽  
Virtual Training ◽  
Face To Face ◽  
Acceptance Scale ◽  
Self Acceptance ◽  
Teaching Learning ◽  
People With Physical Disabilities

Youth with disabilities generally struggle to earn a good livelihood as they journey through life. Disability acceptance is acceptance of impairment or loss of worth or acceptance of failure in the sense of disability. It involves changes in one’s values, placing less importance on one’s physical disability and more on one’s remaining assets or abilities. To develop the Self-Acceptance Scale for youth with physical disabilities (SAS-PD), this study adopted the sequential exploratory design. The scale was administered on 247 persons with physical disabilities. Following the compilation and analysis of qualitative data, a quantitative study was conducted. The Exploratory Factor Analysis (EFA) identified six factors, viz. social stigma, enlargement, and asset value, containment of disability effect, family support, and body acceptance that were represented by fifty items in a questionnaire that covered the attributes examined in the scale. The assessment of the level of self-acceptance by youth with disabilities using the SAS-PD may be a valuable intervention for transition programs. Going forward, the scale could also be used to build the profile of people with physical disabilities before they begin participating in any face to face or virtual training program. The assessment of youth with disability self-acceptance level enables their parents and teachers to be aware of their mental state and lead to more strategic planning for the teaching-learning approach.

scholarly journals Instructional Supervision and the COVID-19 Pandemic: Perspectives From Principals

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jesse D. Brock ◽  
Don M. Beach ◽  
Mandy Musselwhite ◽  
Ikie Holder
Keyword(s):  
Online Learning ◽  
Theoretical Model ◽  
Case Studies ◽  
Learning Process ◽  
Virtual World ◽  
Face To Face ◽  
Virtual Classes ◽  
Teaching Learning ◽  
Historical Accounts

Six questions that instructional supervisors have been faced with and had to respond to during the COVID-19 crisis include: (a) How do we support teachers in the transition from face-to-face to virtual classes and meetings; (b) How do we focus on addressing the needs of teachers while engaged in remote or online learning; (c) How do we maintain communication, contact, and relationships with teachers; (d) How do we celebrate successes as teachers work with students in the virtual world; (e) How do we assess the quality of the teaching–learning process; and (f) How do we plan for the next steps? Within the scholar–practitioner theoretical model, this study narrates how two principals in Texas addressed each of these six questions. The case studies presented could be used as historical accounts, meaning that leaders could learn from their successes and their mistakes as they move to the next phase of reopening schools.

scholarly journals An Investigation of Medical Students’ Satisfaction with the Quality of E-learning During the COVID-19 Pandemic

2022 ◽  
Vol 10 (2) ◽  
Author(s):  
Maasoumeh Mohtaram
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Lesson Plan ◽  
Sample Population ◽  
Validity And Reliability ◽  
E Learning ◽  
Teaching Learning ◽  
Teaching Time ◽  
Students Satisfaction

Background: Universities’ sudden exposure to the COVID-19 pandemic and the need to maintain social distancing have prompted universities to reconsider their traditional roles in the teaching-learning process and to create a new organizational structure for this process. The result of this reorganization is the development of a new teaching system framework known as e-learning. Although this type of education could lay the foundation for all learners to enhance the quality of education, expand learning opportunities, and receive education conveniently and quickly, students’ satisfaction or dissatisfaction plays a key role in the current competitive and turbulent environment. Objectives: The present study aimed to investigate the satisfaction of medical students with the quality of e-learning during the COVID-19 pandemic. Methods: The sample population of this study included the students of Shiraz University of Medical Sciences in Shiraz, Iran. Via convenience sampling, 240 medical students were selected. Data were collected using a researcher-made questionnaire to assess the students' satisfaction with the quality of e-learning during the COVID-19 pandemic. The questionnaire was distributed and collected after confirming its validity and reliability. Results: The mean satisfaction of the medical students with e-learning was moderate. The highest mean satisfaction of the students’ with the desirability of the e-learning process during the COVID-19 pandemic was observed in the dimension of satisfaction with the quality of educational facilities and equipment, followed by the dimensions of the quality of professors and teaching time, quality of professors’ lesson plan, quality of the educational atmosphere and assessment of academic achievement, and the quality of professors' teaching methods. Conclusions: Although the students’ satisfaction with the quality of e-learning during the COVID-19 pandemic was not very high, their moderate satisfaction and prioritizing their satisfaction based on the quality of classrooms and equipment, as well as the quality of professors and teaching time, indicated that universities should provide the required facilities to improve the quality of e-learning and take appropriate measures to enable professors to implement virtual classrooms and e-learning properly.

scholarly journals Student Responses to Virtual Synchronous, Hybrid, and Face-to-Face Teaching/Learning

2020 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Linda Flynn-Wilson ◽  
Kate E. Reynolds
Keyword(s):  
Graduate Students ◽  
Learning Curve ◽  
Virtual Classroom ◽  
Course Delivery ◽  
Major Focus ◽  
Student Responses ◽  
Face To Face ◽  
Hybrid Combination ◽  
Teaching Learning

The authors of this research project developed a survey to gather information from graduate students about the experiences using a virtual synchronous platform, called Adobe Connect. While the format of the virtual classroom should encourage robust discussion, the authors found this not to be the case in the online virtual synchronous courses in education. Curious as to why the quality of discussion was poorer than expected, the authors surveyed graduate students enrolled in their virtual, hybrid (combination of face-to-face and virtual), and face-to-face classes over four semesters. Analysis of respondents’ Likert Scale ratings and answers to open-ended questions about various aspects of virtual synchronous, hybrid, and face-to-face course presentations were conducted, with a major focus on virtual synchronous online experiences. Results indicated that a learning curve exists when taking virtual synchronous course delivery. In other words, the more courses the students took the more competent and satisfied they became.

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