scholarly journals Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

2021 ◽  
Vol 9 ◽  
Author(s):  
Bin Su ◽  
Tong Zhang ◽  
Li Yan ◽  
Chaoyang Huang ◽  
Xiangpu Cheng ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Medical Teaching ◽  
Difficult Time ◽  
Teaching Cases ◽  
Traditional Classroom Teaching ◽  
Novel Coronavirus ◽  
The Impact

Background: The novel coronavirus disease 2019 (COVID-19) pandemic has tested the ability of universities to provide a high-quality, safe educational experience for students due to campuses shutting down. As a result, online learning could shift from a traditional classroom teaching mode and make education accessible to students. Previous studies have used individual online teaching cases to exploit a variety of online learning tools to ensure the continuation of medical education during this difficult time in China. However, for the first time, we have conducted a systematic review of local online teaching approaches, existing challenges, and potential solutions.Purpose: We present the issues and experience of conducting online medical teaching practices in China with the aim of communicating them to our peers in other countries or regions when examining the transition to e-learning during the COVID-19 pandemic and beyond.Methods: We searched the keywords below from public databases and reviewed relevant publications reporting on medical online teaching in China during the COVID-19 pandemic to analyze and summarize the online tools, modalities, and challenges.Results: We listed common online teaching tools and described a variety of online teaching modalities, as well as possible challenges. We also discussed potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education.Conclusion: By investigating local online medical teaching in China, we present useful tools and modalities that have been successfully exploited in education during the difficult time of COVID-19, although some challenges remain. The exploration of the transition to online teaching or learning will likely continue to have a profound impact on traditional classroom teaching.

scholarly journals CHALLENGES FACED BY UNDERGRADUATE STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (66) ◽  
pp. 15346-15358
Author(s):  
Bhadab Hembram
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Traditional Classroom Teaching ◽  
Girl Students ◽  
Academic Year

Nowadays the education system has dramatically changed from traditional classroom teaching to remote online teaching due to this COVID-19 crisis. This study aimed to estimate the challenges in Online Learning among undergraduate l students studying in various Aided colleges during this lockdown period due to the COVID-19 crisis. The study was conducted by employing a questionnaire prepared using 'Google form'. An aggregate of 136 undergraduate students participated in this survey. For hypotheses testing both descriptive statistics such as 'Mean, SD' and inferential statistics such as t – test' were employed. Analysis showed that there is no significant difference between Problems faced by UG students in terms of gender, place of living, and academic year. The study confirms that girl students have more than boy students in the online learning process.

scholarly journals Blended Learning: A Combination of Traditional and Online Teaching Learning

2021 ◽  
pp. 222-225
Author(s):  
Krishna Kulin Trivedi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Method ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Blended Learning also known as hybrid learning is a teaching learning process which is a combination of both the online teaching learning and traditional classroom teaching learning. Due to the Covid-19 Pandemic the sudden and unplanned rise to digitalization and ICT enabled learning, there is an increase in demand of online learning. In the academic fraternity and students there is an increase in demand and acceptance of ICT enabled learning thus, Blended learning also known as Hybrid learning a combination of traditional and online teaching learning is the best method integrating technology along with the traditional classroom teaching learning method. This research paper discusses about the blended learning, its advantages and its disadvantages.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals De la classe en présentiel à la classe en distanciel pendant la COVID 19 Une étude du cas jordanien

2021 ◽  
pp. 118-127
Author(s):  
Ahmad Mousa
Keyword(s):  
Online Teaching ◽  
Traditional Classroom ◽  
University System ◽  
Digital Platforms ◽  
Classical Education ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Sudden Transition ◽  
Teaching Learning ◽  
The Impact

The Covid-19 pandemic has invaded almost the entire planet. Thisdisease forced the Jordanian education and university system to make a sudden transition from traditional classroom teaching / learning to a virtual world in which teachers and learners found themselves faced with previously inexperienced technological tools. These digital platforms have changed people's perception of the teaching / learning of foreign languages and cultures.This article evaluated the preparation and the perception towards the e-learning and the impact of the latter on teachers and learners of French as a foreign language, while using two questionnaires.15teachers and 60students answered the questionnaires. The results showed that 15% of teachers and 70% of learners have the computer skills required for the use and the integration of digital tools during lessons. 25% of teachers and 71% of learners rated the transition from traditional lessons to digital lessons as easy. Most of the participants (70% of teachers and 85% of students) felt that online teaching / learning allowed more flexibility despite the fact that these respondents preferred classical education in the classroom.A minority of students said that switching to e-learning due to health conditions made them feel lonely (11.77%), anxious (7.31%) and depressed (10.25%).Giventhe possibility to choose, it was realized that participants would prefer a blended teaching / learning, where some teaching activities are switched to online platforms.

Design and Application of "Data Structure" Online Teaching Platform

2014 ◽  
Vol 971-973 ◽  
pp. 2556-2559
Author(s):  
Hong Qing Wu ◽  
Shao Yun Song ◽  
Min Miao
Keyword(s):  
Data Structure ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Teaching Platform ◽  
Learning Platform ◽  
Function Module ◽  
Traditional Classroom Teaching ◽  
And Function ◽  
Self Learning

The design of "data structure" online teaching platform is described in detail based on the character and requirements of "data structure" course. We discuss the choice of development tools, system architecture, and function module designs for the design of the platform. The design and use of this learning platform will improve inefficiency of traditional classroom teaching, and provide a tool to help students' self-learning and cultivate innovative spirit.

scholarly journals Perception of E-Learning among Physiotherapy Students

2022 ◽  
Vol 7 (1) ◽  
pp. 12-16
Author(s):  
Keerthika Ranji ◽  
Shweta S.D Phadke ◽  
Pranati Tilak
Keyword(s):  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Virtual Classrooms ◽  
Learning Patterns ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Virtual Platform ◽  
Teaching Learning ◽  
Physiotherapy Students

The COVID-19 pandemic has brought about a sudden drastic change in the teaching learning patterns globally. Educational institutes have shifted from the traditional classroom teaching to virtual classrooms. This transition is the need of the hour. It requires technical up gradation as well as better communication skills because the teacher and student are only interacting through a virtual platform. There are many difficulties that both teacher and students face during online teaching learning process. In this study we have tried to understand the perception of physiotherapy students towards E Learning. From the data received and analysed it was concluded that the physiotherapy students prefer traditional classroom teaching as it helps develop better hands on skills. Keywords: E-Learning, Physiotherapy Students, COVID-19 pandemic.

scholarly journals From “Treasure Room” to “School Room”: Special Collections and Education

2006 ◽  
Vol 7 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Steven Escar Smith
Keyword(s):  
Traditional Classroom ◽  
Classroom Teaching ◽  
Special Collections ◽  
Traditional Classroom Teaching ◽  
The One ◽  
Definition Of ◽  
Guided Tours

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

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