Flipped Laboratory Sessions using Video Vignette and Active Learning: A Hybrid Approach for Online Teaching

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

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“It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

International Journal Of Management and Applied Research ◽

10.18646/2056.81.21-002 ◽

2021 ◽

Vol 8 (1) ◽

pp. 18-35

Author(s):

Ben Harkin ◽

Chrissi Nerantzi

Keyword(s):

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Hybrid Approach ◽

Teaching Approach ◽

Future Research ◽

Learning And Teaching ◽

Student Dialogue ◽

Challenges And Opportunities ◽

Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

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Robust Classification with Noisy Labels for Manufacturing Applications: A Hybrid Approach Based on Active Learning and Data Cleaning

10.1109/iecon48115.2021.9589632 ◽

2021 ◽

Author(s):

Shuo Zhao ◽

Xin Li ◽

Ying-Chi Chen

Keyword(s):

Active Learning ◽

Data Cleaning ◽

Hybrid Approach ◽

Robust Classification ◽

Manufacturing Applications ◽

Noisy Labels

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Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch041 ◽

2021 ◽

pp. 847-866

Author(s):

Neal Shambaugh

Keyword(s):

Professional Development ◽

Online Teaching ◽

Course Design ◽

Hybrid Approach ◽

Online Professional Development ◽

Video Production ◽

Online Course ◽

Module Structure ◽

Design Decisions ◽

Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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Student active learning in net based education

Nordic Journal of Information Literacy in Higher Education ◽

10.15845/noril.v11i1.2776 ◽

2019 ◽

Vol 11 (1) ◽

Author(s):

Anna Gahnberg ◽

Sonja Fagerholm ◽

Karolina Karjalainen

Keyword(s):

Active Learning ◽

Online Education ◽

Information Literacy ◽

Information Search ◽

Online Teaching ◽

Information Needs ◽

Computer Network ◽

Synchronous Communication ◽

Research Students ◽

Contract Education

During 2018 the Anna Lindh Library at the Swedish Defence University (SEDU) offers all information literacy education online. The transformation to online teaching has a number of reasons and here are some: • The number of students is expected to grow with 30 % within the next two years. Classes will be larger and there is a scarcity of physical classrooms on the horizon. • Military contract education students have expressed wishes for more flexible learning.• The Swedish University Computer Network (SUNET) provides infrastructure and software services, hence SEDU has adequate technological environment. As a first step in the transition to net based education, we have used the web conferencing software Adobe Connect to carry out the teaching. The teaching has been scheduled and synchronous. We have designed it with search exercises, conducted individually or in groups to stimulate student-active learning. Synchronous design like this may also have social advantages, according to Biggs. (Biggs, 2011, p. 71). In addition to Adobe Connect, the school's Learning Management System has been used as a synchronous communication platform with the students. According to Hrastinski technology, if properly used, it can increase learning opportunities. (Hrastinski, 2013, p.15). We also believe that online education can be a solution when the student groups grow. It enables remote teaching and it is in close proximity to the platforms and databases used in today's information search. One of the challenges of applying net based learning to information literacy instruction is that the students are not familiar to the technique yet. Another challenge is that librarians do not meet the same students over a longer period of time, or not even when they need the instruction the most. Therefore the combination of scheduled synchronous instruction and asynchronous communication will possibly turn out to be the most successful. ReferencesHrastinski, S. (2013). Nätbaserad utbildning: En introduktion (2. ed.). Lund: Studentlitteratur. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university: What the student does (4. rev. ed.). Maidenhead: Open University Press.Delaney, Geraldine, & Bates, Jessica. (2018). How Can the University Library Better Meet the Information Needs of Research Students? Experiences from Ulster University. New Review of Academic Librarianship, 24(1), 63-89.

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Web 2.0 Technologies and the Spirit of Online Learning

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2013040104 ◽

2013 ◽

Vol 4 (2) ◽

pp. 44-53 ◽

Cited By ~ 1

Author(s):

Victor X. Wang ◽

Valerie Bryan ◽

Krista Steinke

Keyword(s):

Active Learning ◽

Adult Learning ◽

Web 2.0 ◽

Online Teaching ◽

Teaching And Learning ◽

Discussion Groups ◽

Web 2.0 Technologies ◽

Online Teaching And Learning ◽

Passive Learning ◽

New Knowledge

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

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Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

Handbook of Research on Virtual Training and Mentoring of Online Instructors - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6322-8.ch002 ◽

2019 ◽

pp. 20-39

Author(s):

Neal Shambaugh

Keyword(s):

Professional Development ◽

Online Teaching ◽

Course Design ◽

Hybrid Approach ◽

Online Professional Development ◽

Video Production ◽

Online Course ◽

Module Structure ◽

Design Decisions ◽

Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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Internet Technologies and Online Learning

Adult Education and Vocational Training in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0929-5.ch006 ◽

2016 ◽

pp. 98-117

Author(s):

Victor X. Wang ◽

Theresa Neimann

Keyword(s):

Online Learning ◽

Active Learning ◽

Web 2.0 ◽

Online Teaching ◽

Teaching And Learning ◽

Online Discussion ◽

Discussion Groups ◽

Online Teaching And Learning ◽

Passive Learning ◽

New Knowledge

This study analyzes whether or not active learning can be taught online. There are many definitions of learning, all reflecting the academic specialties from which each discipline is conducted: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. However, active online learning is also defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Many Web 2.0 platforms help promote active as differentiated from passive learning in which learners are unparticipatory learners. Among theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy guide the assumption that active learning can take place online. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active online learning since Web 2.0 Technologies were used for online teaching and learning.

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A Rich Environment for Active Learning (REAL)

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch003 ◽

2015 ◽

pp. 34-57 ◽

Cited By ~ 1

Author(s):

Heather Robinson ◽

Alana S. Phillips ◽

Anneliese Sheffield ◽

Michelle Moore

Keyword(s):

Active Learning ◽

Online Instruction ◽

Online Teaching ◽

Social Aspect ◽

Lifelong Learners ◽

Face To Face ◽

Real Model ◽

The Social ◽

Constructivist Model ◽

The Rich

Online teaching is considerably different from face-to-face teaching. With the continued growth of online teaching, all teachers should be prepared to teach an online course. Since the overarching difference between face-to-face and online instruction is communication, it is imperative for online instruction to be delivered using a social constructivist model to make up for the lack of social interaction in the classroom. Delivering instruction using the Rich Environment for Active Learning (REAL) model has the potential to remove communication barriers and draw more students into the social aspect of instruction, and therefore truly engage them as lifelong learners. The REAL model is explored in this chapter.

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TRANSITIONING TO ONLINE TEACHING IN AN UNDERGRADUATE APPLIED ENGINEERING COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14829 ◽

2021 ◽

Author(s):

Pedram Mortazavi ◽

Chiyun Zhong ◽

Constantin Christopoulos

Keyword(s):

Active Learning ◽

Engineering Design ◽

Online Instruction ◽

Online Teaching ◽

Learning Experience ◽

3D Models ◽

University Of Toronto ◽

Short Video ◽

Collaborative Skills ◽

The University

The online teaching framework presented in this paper was developed for a third-year engineering design course at the University of Toronto, with more than 100 students located in 8 different time zones. The study was inspired by the pressing challenge faced by educators around the world in 2020 to fully transition to online teaching in a limited time, due to the COVID-19 pandemic. Different facets of the course were restructured to enhance the learning experience of students, overcome the challenges associated with online instruction, and implement active learning techniques in the course whenever possible. This initiative included the development of interactive course notes and a course map, with links to videos, 3D models, asynchronous lectures, and short video explanations. Several online paltforms were used in the framework, which are discussed in detail. The proposed framework provided an alternative to achieve the desired teaching outcomes in an online teaching environment for an engineering design course which had always been taught in-person prior to the year 2020. Despite the inherent challenges of this transition to online teaching, this format allowed for active learning activities in the course, promoting learner-centered teaching, and strengthening the students’ collaborative skills. Elements of the framework and the methodology outlined in this paper could be useful for other engineering courses attempting an effective transition to online instruction.

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