scholarly journals CSU Pathway Courses during COVID-19: A multi-faceted support strategy for online engagement.

2021 ◽  
Vol 29 (1) ◽  
pp. 101-107
Author(s):  
Amita Krautloher ◽  
Keyword(s):  
Mode Of Delivery ◽  
Teaching Staff ◽  
Online Delivery ◽  
Regional Campuses ◽  
Online Mode ◽  
Online Engagement ◽  
Support Strategy ◽  
Lessons Learnt ◽  
Experience Teaching ◽  
General Studies

In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.

scholarly journals University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown

2022 ◽  
Vol 12 (1) ◽  
pp. 31
Author(s):  
Felicity I. McLure ◽  
Rekha B. Koul ◽  
Barry J. Fraser
Keyword(s):  
Student Attitudes ◽  
Mode Of Delivery ◽  
Female Students ◽  
Emotional Climate ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
University Level ◽  
Classroom Emotional Climate

With the advent of COVID-19, universities around the world have been forced to move to a fully online mode of delivery because of lockdown policies. This led to a flurry of studies into issues such as internet access, student attitudes to online learning and mental health during lockdown. However, researchers need a validated survey for assessing the classroom emotional climate and student attitudes towards learning in universities that can be used for online, face-to-face or blended delivery. Such a survey could be used to illuminate students’ perceptions of the experiences that make up learning at university level, in terms of such factors as care from teachers, collaboration and motivation. In this article, we report the validation of a University Classroom Emotional Climate (UCEC) questionnaire and an Attitudes to Learning scale, as well as their use in comparing the classroom emotional climate and attitudes during COVID-19 lockdown (fully online delivery) with post-lockdown (mixed-mode delivery). Female students experienced the post-lockdown condition significantly more positively than during lockdown for all scales except Care, while the only significant difference for males between the during and post-lockdown was their choice to engage with learning (Control) and the degree of Challenge that they found with the learning materials.

COVID-19 and necessity-based online entrepreneurship education at US community colleges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eric W. Liguori ◽  
Christoph Winkler ◽  
Lee J. Zane ◽  
Jeff Muldoon ◽  
Doan Winkel
Keyword(s):  
Community College ◽  
Online Survey ◽  
Mode Of Delivery ◽  
Entrepreneurship Education ◽  
Primary Data ◽  
Content Type ◽  
Online Mode ◽  
Educational Environments ◽  
Faculty Concerns ◽  
Online Educators

PurposeThis paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.Design/methodology/approachPrimary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.FindingsWhile the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.Originality/valueThis is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

An Experience of Transition From In-Person Mode of Delivery to Online Mode In A First-Year Engineering Course

2021 ◽  
Author(s):  
Kaushik Mallibhat ◽  
Nikita Patil ◽  
Rajeshwari Mattimani ◽  
Tanuja Patil ◽  
Kiran MR ◽  
...  
Keyword(s):  
Mode Of Delivery ◽  
First Year ◽  
Online Mode

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

A new engagement approach for regulatory submissions

2021 ◽  
Vol 61 (2) ◽  
pp. 362
Author(s):  
James Arnott ◽  
Ben Wilson ◽  
Daniel Kurz
Keyword(s):  
Stakeholder Engagement ◽  
Business Strategy ◽  
Communication Channels ◽  
Stakeholder Group ◽  
Economic Regulation ◽  
Active Engagement ◽  
Online Engagement ◽  
Lessons Learnt ◽  
Engagement Process ◽  
Regulatory Submissions

As a business strategy, Australian Gas Infrastructure Group (AGIG) has sought to leverage leading practices associated with stakeholder engagement to underpin the development of its submitted Access Arrangement Plan for 2021–2025 to the Economic Regulation Authority (ERA). The approach focused on developing a plan that would deliver for current and future customers and was capable of being accepted by all customers and stakeholders. The plan involved building an engagement model around six endorsed engagement principles that delivered a ‘no surprises’ outcome. This included active engagement with customers and stakeholders through a series of planned roundtables – commencing 14 months prior to formal submission. The process also included processes, structures and communication channels that supported group and one-on-one engagement and feedback sessions against a tightly managed timeline and the use of an online engagement platform. The extended abstract includes company representatives from AGIG and the stakeholder group (NewGen Power) reflecting on the process, engagement principles, leading practices adopted and lessons learnt through the engagement process.

scholarly journals Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience

2020 ◽  
Vol 15 (4) ◽  
pp. 253-258
Author(s):  
Mandi MacDonald ◽  
Andrew Dellis ◽  
Shanaaz Mathews ◽  
Jenna-Lee Marco
Keyword(s):  
Young People ◽  
South African ◽  
Effective Means ◽  
Mode Of Delivery ◽  
Essential Elements ◽  
The South ◽  
Content Type ◽  
Online Mode ◽  
Care Leavers ◽  
Novel Coronavirus

Purpose This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19. Design/methodology/approach A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed. Findings E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors. Originality/value Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.

scholarly journals Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

2020 ◽  
Vol 10 (10) ◽  
pp. 291
Author(s):  
Kelum A. A. Gamage ◽  
Dilani I. Wijesuriya ◽  
Sakunthala Y. Ekanayake ◽  
Allan E. W. Rennie ◽  
Chris G. Lambert ◽  
...  
Keyword(s):  
Learning Experience ◽  
Mode Of Delivery ◽  
National Policy ◽  
Academic Standards ◽  
The Novel ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Laboratory Facilities ◽  
Novel Coronavirus

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents.

scholarly journals Teachers’ Perception about Flipped Classroom in Era of COVID-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 26-34
Author(s):  
Anuradha Yadav ◽  
Manisha Sankhla ◽  
Kavita Yadav
Keyword(s):  
Generation X ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Learning System ◽  
Teaching Staff ◽  
Cross Sectional ◽  
Significance Level ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference

The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate.  Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching

scholarly journals Evaluating nursing students' engagement in an online course using flipped virtual classrooms

2019 ◽  
Vol 10 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Craig Phillips ◽  
Jacqueline O'Flaherty
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Course Grades ◽  
Virtual Class ◽  
Virtual Classes

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments.

Using Positive Parenting Programs in Different Delivery Systems

2017 ◽  
pp. 227-230
Author(s):  
Matthew R. Sanders
Keyword(s):  
Service Sector ◽  
Mode Of Delivery ◽  
Parenting Programs ◽  
Triple P ◽  
Evidence Based ◽  
Online Delivery ◽  
Parenting Support ◽  
Primary Care Settings ◽  
The Media ◽  
Evidence Based Programs

A population approach to parenting support uses diverse delivery in person and online delivery contexts to provide parents with access to evidence-based programs. No single discipline, service sector, or mode of delivery should monopolize the provision of evidence-based parenting programs. Many different helping professionals come into contact with parents seeking support for parenting issues. It is particularly important that primary care settings are deployed as destigmatized socially normative points of contact for parents. Pediatricians, general practitioners, and community child health nurses are often approached for parenting advice. Similarly, the early childhood education and child care and school settings are also important contexts for the delivery of preventively focused parenting services and programs. In addition to considering how Triple P has been applied in these contexts, this section considers how evidence-based programs can be delivered in the context of the workplace, following natural disasters, through the media, and via the Internet.

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