scholarly journals E-Learning and the Virtual Transformation of Histopathology Teaching During COVID-19: Its Impact on Student Learning Experience and Outcome.

2021 ◽  
Author(s):  
Samantha Waugh ◽  
James Devin ◽  
Alfred Lam ◽  
Vinod Gopalan
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Learning Experience ◽  
Online Questionnaire ◽  
Face To Face ◽  
E Learning ◽  
The Mean ◽  
Second Year ◽  
One Year ◽  
Pathology Education

Abstract Background This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic. Methods Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. Results A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, the mean overall mark was significantly improved from 65.36% ± 13.12–75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. Conclusions The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement and positive learning outcomes in histology and pathology education.

scholarly journals FE-learning and the virtual transformation of histopathology teaching during COVID-19: its impact on student learning experience and outcome

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Samantha Waugh ◽  
James Devin ◽  
Alfred King-Yin Lam ◽  
Vinod Gopalan
Keyword(s):  
Student Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Individual Performance ◽  
Online Questionnaire ◽  
Face To Face ◽  
Second Year ◽  
One Year ◽  
Pathology Education

Abstract Background Medical and pathology education has gone through an immense transformation from traditional face-to-face teaching mode to virtual mode during the COVID-19 pandemic. This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic in Griffith University, Australia. Methods Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. Results A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, individual performance was not significantly different (p = 0.30) and compared to the prior cohort completing the same curriculum the mean overall mark was significantly improved from 65.36% ± 13.12% to 75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. Conclusions The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement without any adverse effects on student learning outcomes in histology and pathology education.

scholarly journals TOWARDS E-LEARNING IN BASIC SCHOOLS DURING COVID-19: INSIGHTS FROM GHANAIAN TEACHERS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Naa Kai Amanor-Mfoafo ◽  
Kwamina Kurefi Edonu ◽  
Olivia Akrofi ◽  
Ebenezer Nortei Dowuona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Learning Methods ◽  
Face To Face ◽  
Conventional Teaching ◽  
Private And Public ◽  
E Learning ◽  
Approach To Teaching

In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals STUDENTS PERSPECTIVE ON ONLINE MEDICAL EDUCATION DURNG LOCKDOWN AS A RESULT OF COVID-19 PANDEMIC

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Muhammad Sajid Mehmood ◽  
Wajahat Sultan Baig ◽  
Sadia Azam Khan Baig ◽  
Fauzia Khan ◽  
Shakil Ahmad Awan ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Online Classes ◽  
Health Issues ◽  
Undergraduate Medical Students ◽  
Face To Face ◽  
E Learning ◽  
The Mean ◽  
Study Type ◽  
Medical Colleges

ABSTRACT: Objective: In this study the perceptive of undergraduate medical students regarding e-learning were explored in the MBBS students across various medical colleges in Pakistan during COVID pandemic. Study type, settings and duration: It was descriptive study conducted as multisite survey in medical students of Pakistan. The study was conducted from 1st October to 30th October 2020. Methodology: A questionnaire was developed and disseminated via what’s app to MBBS students of medical institutes in Pakistan. The data was cleaned and study sample was selected from ten medical colleges with maximum response rates. The responses of 10 students from each professional year were selected randomly for even distribution of students in the MBBS course. Out of 500 students, 492 students’ replied with valid data. The percentages of the responses were calculated and data was analyzed graphically. Results: The mean age of respondents was 22± 2.1. 64.4% of respondents were female and 43.6% male. Only 5 % of total students were of the opinion that online teaching was good substitute for learning than face to face sessions. 43% students responded that ZOOM software was major platform used for e-learning during lockdown. Internet connectivity was the major hurdle in e-learning and health issues in family (27%) was major stress factor. 31% students responded that online classes were not effective and 29 % responded that they were about 25 % effective while 21% were of the opinion that these were 50% effective as compared to face to face campus learning. Conclusion: The perception of medical students regarding online teaching was not promising in our study. Most of the indicators were negative.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

scholarly journals Design, education, and the online tech-pandemic

2020 ◽  
Vol 13 (3) ◽  
pp. 577-585
Author(s):  
Nuno Bernardo ◽  
Emilia Duarte
Keyword(s):  
Learning Environment ◽  
Design Education ◽  
Online Teaching ◽  
Management Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Use Of Technology ◽  
Personal Experiences ◽  
Near Future ◽  
Academic Year

Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.

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