scholarly journals The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

2021 ◽  
Vol 13 (3) ◽  
pp. 1128
Author(s):  
Laura Triviño-Cabrera ◽  
Elisa Isabel Chaves-Guerrero ◽  
Laura Alejo-Lozano
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Primary Education ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Educational Innovation ◽  
Active Role ◽  
Public Access ◽  
Face To Face ◽  
Before And After

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.

scholarly journals A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

2021 ◽  
Vol 15 (17) ◽  
pp. 4
Author(s):  
Zeynep Akcay Ozkan ◽  
Sirin Budak
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
The United States ◽  
Discussion Board ◽  
Online Homework ◽  
Online Classes ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Virtual Meetings

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

scholarly journals Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique

2021 ◽  
Vol 13 (11) ◽  
pp. 6112
Author(s):  
Pilar Gómez-Rey ◽  
Francisco Fernández-Navarro ◽  
María José Vázquez-De Francisco
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Teaching ◽  
Informal Support ◽  
Face To Face ◽  
Managerial Role ◽  
Agenda 2030 ◽  
Online Higher Education ◽  
Key Variables ◽  
Q Sort

This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.

scholarly journals Analysis of Sustainability Activities in Spanish Elementary Education Textbooks

2019 ◽  
Vol 11 (19) ◽  
pp. 5182 ◽  
Author(s):  
Ramón Martínez-Medina ◽  
José C. Arrebola
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Elementary Education ◽  
Primary Education ◽  
Cognitive Complexity ◽  
Environmental Problems ◽  
2030 Agenda ◽  
Bloom’S Taxonomy ◽  
The Social ◽  
Complex Activities

The 2030 Agenda for Sustainable Development sets up education as a fundamental tool to educate and raise awareness of the importance of sustainable development; thus, education in schools must fulfill this purpose. Regarding to Primary Education in Spain, legislation establishes that sustainability must be addressed in a transversal manner, although it is explicitly mentioned in the curriculum as content to be addressed by the social sciences subject. Given that, in practice, textbooks are one of the most used tools by teachers, in this paper, we analyse the treatment given to sustainability by the activities of the textbooks of social sciences in Primary Education of the main Spanish publishers, from two perspectives: analysis of cognitive complexity and study of the subtopic regarding sustainability addressed in each activity. For the analysis of cognitive complexity of activities, Bloom’s taxonomy (six cognitive categories) and Costa’s questioning levels (three levels of questioning) were used. The results reveal an abundance of cognitively simple activities, along with a shortage of cognitively complex activities. The most addressed subtopics are environmental problems and recycling.

scholarly journals Comparison of E-learning and Classroom Training for Bachelor Students of Traditional Medicine

2021 ◽  
Vol 10 (2) ◽  
pp. 55-64
Author(s):  
Bazarragchaa Sodnom ◽  
Uranchimeg Tudevdagva ◽  
Tserendulam Luvsandorj ◽  
Selenge Erdenechimeg
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Active Role ◽  
Education Development ◽  
Face To Face ◽  
Self Evaluation ◽  
Need To Evaluate ◽  
E Learning ◽  
The Government

This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.

scholarly journals COVID-19 and Educational Challenges: A Review of the Benefits of Online Education

2020 ◽  
Vol 18 (3) ◽  
Author(s):  
Anis Nikdel Teymori ◽  
Mohammad Ali Fardin
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Science Research ◽  
Training Method ◽  
Ministry Of Education ◽  
Higher Education System ◽  
Face To Face ◽  
Educational Challenges ◽  
Before And After ◽  
Proper Training

Context: Since the beginning of the coronavirus disease (COVID-19) in Iran, the Ministry of Education and Ministry of Science, Research, and Technology in Iran have obliged universities and schools to use online education as a substitute for face-to-face teaching processes, while it has created several issues for teachers, schools, and universities. Evidence Acquisition: In the current review that aimed to investigate online education, specific instructional strategies are presented to summarize online teaching experiences for teachers who might use online education in similar situations. In this line, PubMed, Medline, Elsevier, and Science Direct electronic databases were searched for relevant studies that have been conducted since 2002. Results: The present study was conducted on the hypothesis that distance education can be a proper training method for coping with COVID-19 prevalence in the current outbreak. Reviewing the studies performed all around the world indicated the success of online education and supported this training method, even though there are some problems in the transition from face-to-face teaching methods to modern methods. Conclusions: In today’s world, education can be divided into before and after the COVID-19 outbreak. The importance of online education has become more apparent than ever before; therefore, it is essential to pay special attention to the appropriate infrastructures required for online learning in Iran’s education and the higher education system.

scholarly journals PARE0007 PATIENT AND PUBLIC INVOLVEMENT IN CLINICAL TRIAL DESIGN

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1289.1-1290
Author(s):  
S. De Souza ◽  
R. Williams ◽  
E. Johansson ◽  
C. Zabalan ◽  
T. Esterine ◽  
...  
Keyword(s):  
At Risk ◽  
Lived Experience ◽  
Public Involvement ◽  
Clinical Trial Design ◽  
Patient And Public Involvement ◽  
Face To Face ◽  
Before And After ◽  
Extensive Consultation ◽  
New Perspective ◽  
The Eu

Background:Patient and public involvement (PPI) is gaining increasing recognition as important in ensuring research is relevant and acceptable to participants. Rheuma Tolerance for Cure (RTCure) is a 5 year international collaboration between academia and industry; focusing on earlier detection and prevention of rheumatoid arthritis (RA) through the use of immune-tolerising treatments.Objectives:To bring lived experience and insight into scientific discussions; and to evolve collaboration between lay representatives and academia/industry.Methods:9 Patient Research Partners (PRPs) from 5 European countries were recruited via the EULAR PARE Network and institutions within the RTCure Consortium (8 PRPs with RA and 1 ‘at risk’). They were asked to enter into a legal agreement with the Consortium. PRPs participated in teleconferences (TCs) and were invited to attend face-to-face (F2F) meetings at least annually. Requests for input/feedback were sent from researchers to PRPs via the project’s Patient Engagement Expert [SK].Results:PRP involvement has given researchers and industry partners a new perspective on patient priorities, and focused thought on the ethics of recruitment for and participation in clinical trials of people ‘at risk’ of developing RA. PRPs have helped define the target populations, given their thoughts on what types of treatments are acceptable to people ‘at risk’ and have aided the development of a survey (sent to EULAR PARE members) regarding the use of animal models in biomedical research. Positive informal feedback has been received from researchers and industry regarding the contribution of PRPs to the ongoing project (formal evaluation of PPI in RTCure will be carried out in 2020 and at the project end in 2022).Challenges:Legal agreements- Many PRPs refused to sign the Consortium’s complex PRP Agreement; feeling it unnecessary, incomprehensible and inequitable. After extensive consultation with various parties (including EULAR and the Innovative Medicines Initiative) no similar contract was found. Views for its requirement even varied between legal experts. After 2 years of intense discussion, a simple non-disclosure agreement was agreed upon. Ideally any contract, if required, should be approved prior to project onset.Meeting logistics- Other improvements identified were to locate the meeting venue and accommodation on the same site to minimise travel, and to make it easier for PRPs to take breaks when required. This also facilitates informal discussions and patient inclusivity. We now have agreed a policy to fund PRPs extra nights before and after meetings, and to bring a carer if needed.Enabling understanding– Future annual meetings will start with a F2F meeting between PRPs and Work Package Leads. Researchers will be encouraged to start presentations with a summary slide in lay language. Additionally, an RTCure Glossary is in development.Enabling participation– SK will provide monthly project updates and PRP TCs will be held in the evening (as some PRPs remain employed). PRPs will be invited to all project TCs and F2F meetings. Recruitment is underway to increase the number of ‘at risk’ PRPs as their viewpoint is vital to this study.Conclusion:Currently PPI in RTCure is an ongoing mutual learning process. Universal guidance regarding what types of contracts are needed for PPI would be useful. Communication, trust and fruitful discussions have evolved through F2F meetings (both formal and informal) between PRPs, academia and industry. It is important that all parties can be open with each other in order to make PPI more meaningful.Acknowledgments:This work has received support from the EU/EFPIA Innovative Medicines Initiative 2 Joint Undertaking RTCure grant number 777357.Disclosure of Interests:Savia de Souza: None declared, Ruth Williams: None declared, Eva Johansson: None declared, Codruta Zabalan: None declared, Tom Esterine: None declared, Margôt Bakkers: None declared, Wolfgang Roth: None declared, Neil Mc Carthy: None declared, Meryll Blake: None declared, Susanne Karlfeldt: None declared, Martina Johannesson: None declared, Karim Raza Grant/research support from: KR has received research funding from AbbVie and Pfizer, Consultant of: KR has received honoraria and/or consultancy fees from AbbVie, Sanofi, Lilly, Bristol-Myers Squibb, UCB, Pfizer, Janssen and Roche Chugai, Speakers bureau: KR has received honoraria and/or consultancy fees from AbbVie, Sanofi, Lilly, Bristol-Myers Squibb, UCB, Pfizer, Janssen and Roche Chugai

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Improvement in Total and Face-to-Face Provider Time in a Multidisciplinary Craniofacial Team Clinic: An Interventional Study

2021 ◽  
pp. 105566562110217
Author(s):  
Alexis C. Wood ◽  
C. Alejandra Garcia de Mitchell ◽  
Ruchi Kaushik
Keyword(s):  
Data Collection ◽  
Cleft Palate ◽  
Outcome Measures ◽  
Clinic Visit ◽  
Visit Time ◽  
Time Data ◽  
Interventional Study ◽  
Face To Face ◽  
Before And After ◽  
Total Visit

Objective: Identify factors contributing to time a family spends in a Multidisciplinary Craniofacial Team Clinic (MDCT) and implement an intervention to reduce this time. Design: Interventional: a restructuring of clinics to serve those patients requiring fewer provider encounters separately. Setting: An American Cleft Palate-Craniofacial Association-accredited MDCT in an academic children’s hospital. Patients/Participants: One hundred sixty-seven patients with craniofacial diagnoses. Interventions: Time data were tabulated over ∼2 years. Following 9 months of data collection, patients requiring fewer provider encounters were scheduled to a separate clinic serving children with craniosynostosis, and data were collected in the same fashion for another 14 months. Main Outcome Measures: Principal outcome measures included total visit time and proportion of the visit spent without a provider in the room before and after clinic restructuring. Results: The average time spent by family in a clinic session was 161.53 minutes, of which 64.3% was spent without a provider in the room. Prior to clinic restructuring, a greater number of provider encounters was inversely associated with percentage of time spent without a provider ( P < .001). Upon identifying this predictor, scheduling patients who needed fewer provider encounters to a Craniosynostosis Clinic session resulted in reduction in absolute and percentage of time spent without a provider ( P < .001). Conclusions: The number of provider encounters is a significant predictor of the proportion of a clinic visit spent without a provider. Clinic restructuring to remove patient visits that comprise fewer provider encounters resulted in a greater percentage of time spent with a provider in an MDCT.

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