scholarly journals A Comparative Study on Teaching Methodologies Applied in Engineering and Manufacturing Process Subjects during the COVID-19 Pandemic in 2020 and 2021

2021 ◽  
Vol 11 (23) ◽  
pp. 11519
Author(s):  
Óscar López ◽  
Alfonso González ◽  
Francisco J. Álvarez ◽  
David Rodríguez
Keyword(s):  
New Product Development ◽  
Health And Safety ◽  
Manufacturing Processes ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Additional Tool ◽  
Global Pandemic ◽  
Effective Delivery ◽  
The Face ◽  
Academic Year

Specific disciplines in engineering, such as manufacturing processes, require students in their academic stage to pay special attention, given the possible changes that may affect the acquisition of competencies. In an environment of uncertainty, such as a global pandemic, teaching must adapt without losing the effective delivery of content to students. The health and safety measures applied during the first months of the pandemic led to a different type of teaching to that which had customarily been applied, such as synchronous and asynchronous methodologies defined by the university’s governing bodies, where face-to-face and online methodologies coexisted in the same academic year. All of this avoided interrupting the academic year. This paper studies the results achieved in this uncertain environment, extends them and compares them with the following year, where only the face-to-face methodology was applied to the students enrolled in Manufacturing Processes 2 at the Centro Universitario de Mérida within the Bachelor’s Degree in Design Engineering and New Product Development (Grado en Ingeniería en Diseño y Desarrollo de Nuevos Productos -GIDIDP-). An analysis of variance (ANOVA) was applied to the data obtained to locate the significant differences between the samples taken in the first year with online and face-to-face teaching methodologies and those taken in the second year with an exclusively face-to-face methodology. When comparing the results, maintaining face-to-face teaching proved essential, as it contributes towards achieving better marks or maintaining the level. However, online methodologies also help as an additional tool to acquire other knowledge and specific skills in these technical engineering subjects, specifically those dealing with the manufacturing processes addressed in this study.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals The Digitalization of Self-Access and Advising Services in Times of a Global Pandemic

2021 ◽  
pp. 248-265
Author(s):  
Tarik Uzun ◽  
Gamze Guven-Yalcin
Keyword(s):  
Extracurricular Activities ◽  
Independent Learning ◽  
Educational Institutions ◽  
Learning Center ◽  
Advisory Program ◽  
Face To Face ◽  
Global Pandemic ◽  
The Individual ◽  
Advising Services ◽  
Academic Year

The global pandemic forced educational institutions worldwide to adapt to a new, fully online concept of education and a rapid digitalization to keep providing their services to learners. This paper reports on the digitalization process of the Independent Learning Center (ILC) and the Learning Advisory Program (LAP) unit at Ankara Yildirim Beyazit University (AYBU), Turkey. The interrelated digitalization stories of the two units include the provision of learning resources and activities to learners with digital tools and their responses to the new format. Despite the challenges involved, the ILC has offered a considerably higher number of extracurricular activities than in face-to-face education days and reached a higher number of learners in the 2020-2021 academic year. As for the LAP, the participants’ reflections showed how opportunities for offering engaging activities in the LAP created a cascading impact of affordances for both the individual learners and the members of the larger community.

scholarly journals Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

2020 ◽  
Vol 39 (4) ◽  
pp. 193-200
Author(s):  
Melinda Jones Ault ◽  
Ginevra Courtade ◽  
Sally A. Miracle ◽  
Amanda E. Bruce
Keyword(s):  
Online Teaching ◽  
Technical Assistance ◽  
The Novel ◽  
Free Appropriate Public Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Nontraditional Instruction ◽  
The Face ◽  
Face To Face Instruction ◽  
Problem Solve

In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

scholarly journals Completing asthma action plans by screen-sharing in video-consultations: practical insights from a feasibility assessment

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Omer Hamour ◽  
Eve Smyth ◽  
Hilary Pinnock
Keyword(s):  
Action Plan ◽  
Action Plans ◽  
Face To Face ◽  
Feasibility Assessment ◽  
Global Pandemic ◽  
The Face ◽  
Vital Component ◽  
Asthma Action Plans ◽  
Screen Sharing ◽  
Remote Consultations

Abstract Supported self-management is a vital component of routine asthma care. Completion of an agreed personalised asthma action plan is integral to implementation of this care, and traditionally this requires a face-to-face consultation. We aimed to assess the practical feasibility and potential utility of using screen-sharing technologies to complete asthma action plans remotely. Assisted by people with diverse technological ability and using a range of devices, we tested the technological feasibility of completing action plans in remote consultations using two leading video-conference systems. We used a semi-structured topic guide to check functionality and lead feedback discussions. Themes were interpreted using the Model for ASsessment of Telemedicine applications (MAST). Discussions with ten participants (age 20–74 years) revealed that screen-sharing was practical on most devices. Joint editing of an action plan (as was possible with Zoom) was considered to encourage participation and improve communication. Attend Anywhere had less functionality than Zoom, but the NHS badging was reassuring. Most participants appreciated the screen-sharing and considered it enabled a meaningful discussion about their action plan. Online shared completion of action plans is feasible with only a few (potentially remediable) practical problems. These findings suggest this may be a fruitful approach for further study—made more urgent by the imperative to develop remote consultations in the face of a global pandemic.

scholarly journals Relaunching ABR in the Midst of a Global Pandemic: Highlights of Vol. 23 (No. 1)

2020 ◽  
Vol 23 (1) ◽  
pp. 1-2
Keyword(s):  
Business Students ◽  
Health And Safety ◽  
Medical Emergency ◽  
American Business ◽  
Business Faculty ◽  
Health Crisis ◽  
Face To Face ◽  
Global Pandemic ◽  
Difficult Time ◽  
Business Professors

We relaunched the all-digital American Business Review (ABR) in Fall 2019. Little did we imagine that COVID-19 would appear in Spring 2020 and disrupt life all over the globe. All three audiences of ABR viz. Businesses, Business Students and Business Faculty have had to scramble over the last few months. Businesses that we research, teach and learn about as Business Professors and Students had the most difficult time of all with the global lockdowns. Essential businesses including food, medicine, sanitation and their supply chains and distribution channels had to keep working somehow-anyhow. Along with essential services were our lifesavers including medical, emergency, and national security personnel globally who continued to work at great personal health risk. Those businesses that were not considered essential had to shut down for public health and safety. In the process, all businesses had to suffer great losses. We at ABR recognize and salute you all for your great contribution during this global health crisis. Business students, in the US had to leave campus and continue studies online and at very short notice. Similarly, business faculty had to move face-to-face classes online overnight as campuses went into lockdown. Against this challenging backdrop our review board and referees did an outstanding job of providing knowledgeable and constructive reviews to our authors. Our author/s responded to reviewer comments in great detail and the joint efforts of reviewers resulted in the issue that is before you.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

scholarly journals Video conferencing as a face-to-face online meeting app: user preference based on usability testing

2021 ◽  
Vol 5 (2) ◽  
pp. 98-104
Author(s):  
Astrid Wahyu Adventri Wibowo ◽  
Berty Dwi Rahmawati ◽  
Hasan Mastrisiswadi
Keyword(s):  
Virus Disease ◽  
Video Conferencing ◽  
User Preferences ◽  
User Preference ◽  
Online Video ◽  
Face To Face ◽  
Global Pandemic ◽  
System Usability Scale ◽  
The Face ◽  
Alternative Choice

The global pandemic of Corona Virus Disease (Covid-19) that hit Indonesia since March 2020 has changed the face-to-face system from offline to online. Video Conference (VC) becomes an alternative choice for delivering material, both learning and working. VC is a technology that allows users to hold face-to-face meetings at their respective places simultaneously. Various VC apps are becoming increasingly popular these days, such as Google Meet, Zoom, Youtube, Webex, Skype, GoTo Meeting, and Big Blue Button (BBB). This study is intended to provide a usability test of VC applications (such as Zoom, Google Meet, and BBB) and provide recommendations for VC as an online conference media based on user preferences. The usability measurement technique used is the System Usability Scale (SUS) and the USE questionnaire. The results of this study show that Zoom has the highest usability value compared to Google Meet and BBB, Google Meet is ranked second and BBB is ranked third.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

HEALTH AND SAFETY OF THE UNIVERSITY COMMUNITY IN THE FACE-TO-FACE TEACHING MODALITY

2021 ◽  
Author(s):  
José Antonio Martínez ◽  
Fernando José Valls ◽  
Pedro Antonio Díaz ◽  
Lorenzo Tomás ◽  
Juan Roldán ◽  
...  
Keyword(s):  
Health And Safety ◽  
Face To Face ◽  
The Face ◽  
The University ◽  
Teaching Modality ◽  
University Community

scholarly journals Students' Perceptions of Clinical Education during a Global Pandemic

2021 ◽  
Author(s):  
Pamela Pologruto ◽  
Jennifer Jewell ◽  
Laura Cruz
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Experiences ◽  
Face To Face ◽  
Physical Therapist Assistant ◽  
Global Pandemic ◽  
Physical Therapy Programs ◽  
The Impact ◽  
Academic Year

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

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