scholarly journals Learning experiences of pre-clinical medical students in virtual problem-based learning amidst the COVID-19 pandemic

2022 ◽  
Vol 7 (1) ◽  
pp. 33-43
Author(s):  
Chan Choong Foong ◽  
An Jie Lye ◽  
Che Rafidah Aziz ◽  
Wei-Han Hong ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Principal Component ◽  
Face To Face ◽  
Item Questionnaire ◽  
Content Acquisition ◽  
The University ◽  
The Impact

Introduction: Medical schools universally responded by migrating teaching and learning to virtual learning environments (VLE) due to the impact of the COVID-19 pandemic. The use of virtual problem-based learning (PBL) in lieu of face-to-face sessions seems to be an appropriate response, but its effectiveness was understudied. The study compared the learning experiences of pre-clinical medical students at the beginning and completion of the virtual PBL. Methods: The study was conducted at the University of Malaya, a public-funded university in Malaysia. A 12-item questionnaire was developed and validated to assess the learning experiences of students conducting virtual PBL sessions. Principal component analysis and test for internal consistency suggested that the questionnaire is valid and reliable. The questionnaire was administered to pre-clinical students (Year 1 and Year 2) twice: at the beginning and the end of the virtual PBL implementation. Their responses were compared for the domains “learning”, “confidence” and “concern”. Results: 344 pre-clinical students were recruited but only 275 students (80%) responded to both the initial and final questionnaires. Based on the responses, the learning experiences of students generally improved by the completion of the virtual PBL implementation. Students were most convinced that they obtained and understood the information given during the virtual PBL. However, they continued to be worried about passing the clinical examination and content acquisition. Conclusion: The study supports the feasibility of virtual PBL as an acceptable alternative to replace face-to-face PBL during the COVID-19 pandemic.

scholarly journals Impact of COVID-19 on Educational Sustainability. Initial Perceptions of the University Community of the University of Cádiz

2021 ◽  
Vol 13 (11) ◽  
pp. 5938
Author(s):  
María Alonso-García ◽  
Tamara María Garrido-Letrán ◽  
Alberto Sánchez-Alzola
Keyword(s):  
Evaluation System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Face To Face ◽  
Sustainable Education ◽  
E Learning ◽  
The Government ◽  
The University ◽  
The Impact

This research analyses the impact of COVID-19 on the Spanish university system during the period of home lockdown put in place by the government of Spain between 15 March and 21 June 2020. This period did not involve a change to online teaching. Instead, it involved emergency remote teaching, wherein the content of face-to-face teaching was taught through non-classroom training using media, devices and tools available at that time. The main objective of the paper is related to the perceptions of students and teachers on emergency remote teaching regarding the face-to-face model. We applied statistical techniques of descriptive and inferential analysis over a sample of 2778 students and 221 teaching staff from the University of Cádiz. We also analysed the methodologies used, as well as the acquisition of skills, competencies and knowledge by the students in this situation, in order to detect whether this type of action can achieve sustainable education. This term refers to education that is capable of maintaining the continuous quality of the training of each student, who should acquire the required knowledge and competences regardless of unforeseen events. However, according to the results of this research, the sudden transition to e-learning, based on available technological and computer-based methods, did not guarantee sustainable education or its quality. This study establishes different possibilities for improving non-face-to-face teaching in this kind of situation. The results show greatly concerning levels of training and evaluation, as well as worse acquisition of skills. Both teachers and students declared a preference for face-to-face teaching. This perception should prompt the educational authorities to solve the existing problems in e-learning education, improving the transition and guaranteeing the sustainability of non-face-to-face education. This research highlights the areas for improvement in e-learning education in the ongoing situation, the general uncertainty in the transition, the lack of communication and the completion of a fair evaluation system. The results show that the methods used in this period must be improved to achieve sustainable teaching and learning during a pandemic. The results also emphasize the uncertainty in the educational community about the entire process. This study will help the educational authorities to improve the change of paradigm in higher education in the future.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

The Use of a WhatsApp Record for Communication With Students

2021 ◽  
pp. 310-325
Author(s):  
Leslie Chiuswa ◽  
Alex Sibanda
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
The Other ◽  
Mixed Methodology ◽  
Internet Connectivity ◽  
Qualitative And Quantitative ◽  
Regional Campus ◽  
The University ◽  
The Impact ◽  
Quantitative Approaches

The purpose of this study was to explore the impact of WhatsApp usage in disseminating information to students at the Management, Zimbabwe Open University's Mashonaland West Regional Campus. This study employed a mixed methodology wherein both the qualitative and quantitative approaches were used. Data was collected using questionnaires and interviews. The questionnaires were distributed to students through WhatsApp groups for all faculties. A total of 255 questionnaires were distributed to students through the existing WhatsApp groups. Of the distributed questionnaires, 128 were returned, and of these, 69 were usable for data analysis. The study revealed that the majority of students utilize WhatsApp for communication with the university. The other finding was that WhatsApp communication was characterized by data bundle costs and internet connectivity challenges. The study recommended that there be a WhatsApp policy and widening of the use for teaching and learning.

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