scholarly journals The Impact of the Coronavirus Pandemic on Medical Education: A Case Study at a Public University in Romania

2022 ◽  
Vol 14 (1) ◽  
pp. 542
Author(s):  
Kamer-Ainur Aivaz ◽  
Daniel Teodorescu
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Course ◽  
Clinical Experiences ◽  
Convenience Sample ◽  
Course Quality ◽  
Course Content ◽  
Faculty Teaching ◽  
The Impact

The spread of COVID-19 in 2020 forced universities around the world to transfer on-site education to a virtual environment. The main goal of this study was to compare the experiences regarding online learning of students in programs that require clinical experiences with those of students in programs that do not require such experiences. The authors hypothesized that the switch to online instruction has affected medical students more profoundly than other students. Using a convenience sample of students at a Romanian university, the researchers explored differences between the two groups related to technical and personal problems, course quality, and instructional strategies used by faculty. The results indicate that medical students who could not participate in clinical experiences were significantly less satisfied with the transition to online learning than students in other programs. One implication of these results is that faculty teaching in medical schools need to improve in three areas related to online course quality: pedagogy, course content, and course preparation.

Slack: Adopting Social-Networking Platforms for Active Learning

2018 ◽  
Vol 51 (01) ◽  
pp. 183-189 ◽  
Author(s):  
Jerald Sabin ◽  
Andrea Olive
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
The United States ◽  
Postsecondary Institutions ◽  
Third Party ◽  
Online Course ◽  
Course Content ◽  
Media Environments ◽  
Pedagogical Goals

ABSTRACT Online learning in postsecondary institutions has increased dramatically across the United States and Canada. Although research demonstrates the benefits of online learning for student success, instructors face challenges in facilitating communication, delivering course content, and navigating outdated and cumbersome technologies. The authors examine the use of a free third-party platform called Slack as a tool to facilitate better communication among students and faculty, enable the delivery of diverse and dynamic course content, and reach students in an online course that supports both independent and collaborative learning. The authors present a case study of Slack’s use in an online second-year environmental politics course taught at a large Canadian public university. There is a significant and growing literature on how to best engage students in online learning, including active and social learning models as promising approaches to digital teaching. The authors argue that using collaborative social technologies such as Slack—which both replicates and integrates the online and social-media environments that students already inhabit—can assist faculty in meeting their pedagogical goals online. The article documents the instructors’ experience in managing discussion and involving students in their online learning through active learning exercises. Best practices are examined.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Collaborative Learning in Small Groups in an Online Course – A Case Study

2021 ◽  
Author(s):  
Mildrid Haugland ◽  
Katrine Aasekjaer ◽  
Ivar Rosenberg
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Focus Group ◽  
Individual Responsibility ◽  
Online Course ◽  
Master's Level ◽  
Pedagogical Approach ◽  
Working Processes ◽  
Flexible Organization

Abstract Background: The ability to learn collaboratively and work in teams is an essential competency in both educational and healthcare settings, and collaborative student activities are acknowledged as being an important part of the pedagogical approach in higher education and teaching. The course that was the focus of this research, a 15-ECTS-credit online course in the philosophy of science and methods, was offered online as part of 11 master’s-level health programmes at a university in Norway. Collaborative learning in combination with digital teaching tools, was the preferred pedagogical approach in the online course. The aim of the study was to explore, describe and discuss factors influencing small group learning in this online course.Methods: We performed a qualitative case study, collecting data through both individual and focus group interviews between February 2018 and May 2019 of master’s-level students who had participated in the online course. We performed six focus-group and 13 individual interviews, and a total of 30 master’s students participated in the study. Data were analysed using content analysis.Results: The results showed that three different processes were used to facilitate completion of students’ course assignments and learning outcomes. These three working processes were not dynamic, with different groups changing working processes throughout the course, but static and constant. The names of the different working processes reflect the main characteristics of each one: 1. joint responsibility – flexible organization; 2. individual responsibility – flexible organization; and 3. individual responsibility – unorganized.Conclusions: Planning online learning requires a focus on how students collaborate and learn online, so that they can gain in-depth knowledge and understanding. This study shows that even if contextual factors are the same (e.g., group size, relevant assignments, and student autonomy in terms of group organization), the way in which students collaborate and work together differs. Although the identified working processes promoted collaboration and learning, the first process (joint responsibility, with flexible organization) was the only working process found to promote in-depth learning. Future online teaching might require an even stronger focus on students’ internal motivation for learning and the importance of teacher presence and teachers’ ability to facilitate online learning.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

scholarly journals Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Whitney Zimmerman ◽  
Barbara Altman ◽  
Bethany Simunich ◽  
Kay Shattuck ◽  
Barbra Burch
Keyword(s):  
Quality Assurance ◽  
Online Learning ◽  
Course Design ◽  
Quality Standards ◽  
Online Course ◽  
Faculty Professional Development ◽  
Course Quality ◽  
Peer Reviewers ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of intentional faculty professional development, intentional online course design, and informal course reviews to the results of official interinstitutional peer review within higher education institutions. Quality MattersTM (QM) provided the setting for this exploration of the relationship of three independent variables at the course level at institutions that have voluntarily implemented QM online learning quality assurance tools and processes. Data for this study were extracted from a larger statistical project conducted regularly by QM, which included the results of 5,436 online course reviews completed between September 2014 and May 2020 at 360 institutions. These courses were assessed for meeting quality standards in structured, interinstitutional, reviews, conducted by three faculty peer reviewers. QM provided the setting and data for this study; however, the study was not about QM. Instead, it was about exploring the relationships of variables within an institution’s control in the quest for benchmarking and improving online learning. Having and disseminating online course quality standards does not ensure implementation of those standards and quality assurance processes. This observational study provides a better understanding of how the implementation of those standards and quality assurance processes might impact outcomes.

Business models for the now economy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Art T. Weinstein
Keyword(s):  
Online Learning ◽  
Business Model ◽  
Customer Value ◽  
Business Models ◽  
Content Type ◽  
Digital Business Models ◽  
Business Practitioners ◽  
The Impact ◽  
Remote Learning

Purpose Business models are a key to success. This paper aims to identify the characteristics of the Now Economy, discuss the components of an effective business model, examine numerous e-commerce business models and provide an application of online learning. Design/methodology/approach The literature on business models is reviewed. E-commerce models are explored as a means for building competitive advantage in the Now Economy. An in-depth case study of remote learning in universities illustrates the development of a sound digital business model. Findings Business models explain where and how an organization competes and the financial feasibility of its strategy. Digital business models create market differentiation or disruption. This paper explains 20 e-commerce business models and offers an in-depth view of the opportunities and challenges in the online learning sector. Research limitations/implications Building on the literature, this work is conceptual and presents a case study. It is not an empirical study. A three-point agenda for scholars includes research on speed and service in business models, assessing the impact of customer value and examining the market power of Big Tech. Practical implications The digital component of the economy is growing annually. Business practitioners must respond by developing winning business models. The remote learning application is particularly relevant given today’s changing educational market. Originality/value While there has been considerable research on business models, there has been limited work on digital business models, which is the focus of this article.

Teaching an Elective Online Course in Gerontology: One BSW Program's Experience

2006 ◽  
Vol 11 (2) ◽  
pp. 51-60 ◽  
Author(s):  
Nancy L. Sidell
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Traditional Classroom ◽  
Online Course ◽  
Course Content ◽  
Rural Social Work

This article describes the experience of one rural social work program's experience in developing and teaching an online elective gerontology course. The junior-level course, originally developed as part of an interdisciplinary minor in gerontology in 2000, was taught twice in the traditional classroom. In an effort to increase interest and enrollment, it was developed into an online learning format. It is now offered annually and boasts substantial enrollment increases. This article describes online, explicates the the experience from having offered the course twice course content, and evaluates the course from both the student and the instructor's experience.

scholarly journals Trio-preparation of Health Care Students for Digital Era in Universiti Malaysia Sabah – Case Study

2019 ◽  
pp. 31
Author(s):  
Maher Safien ◽  
Deena C Thomas ◽  
Richard Avoi ◽  
Mohamed Firdaus ◽  
Fairrul Bin Masnah Kadir ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Nursing Students ◽  
Educational Environment ◽  
Health Care Students ◽  
Digital Era ◽  
Significant Difference ◽  
The Mean ◽  
The Impact

Introduction: Creating an educational climate that engages the students in the digital era is crucial as it prepares them for the future.Objectives: The aim of this multiple case study is to highlight the impact of creative educational environment on the students’ awareness of digital era tools.Methods: In this study three activities were organized. Firstly, a brain storming seminar titled “Medical Practice in Artificial Intelligence Era” was held. The second event was E-poster competitions which challenged the students’ curiosity to address the health problems and to introduce innovative solutions to solve it. Medical and nursing students presented 32 posters. Third activity was MeDuino, a hands-on workshop to familiarize the students with arduino technology in medical practice.Results: Around 260 participants attended the seminar. In their feedback, 72% of students found the topics attractive and more than 60% found its theme relevant and beneficial. E-poster competition was evaluated using a modified rubric scale. The data was analysed by SPSS showed that only “creativity” and “practicality” merits scored little above the mean range. There was no statistically significant difference in the mean score of ‘creativity’ and ‘practicality’ between medical students and nursing students. However, in general medical students’ scores were higher compared to nursing students. 90% of students said that they improved cognitively and 85% found it fascinating. In Meduino workshop (Robotics), The 30 participants practiced mini projects. 86 % found it attractive, 81% expressed that it improve d their cognitive about technology as noted in comparing the pre and post- event questionnaires. The students’ concerns included the time constraints short time and lack of lecturers’ guidance during posters’ preparation.Conclusion(s): Transforming educational environment physically, emotionally and socially managed to address few aspects digital era. Allocating more time, facilities and training in the informal curriculum could enhance health-care students mastering of future tools.International Journal of Human and Health Sciences Supplementary Issue: 2019 Page: 31

scholarly journals The Impact of Online Learning on International Students' Studies Amid the Covid-19 Pandemic During the 2020 Spring Semester: A Case Study of Southwest University.

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Allan Muganga ◽  
Naomy Kalabwa Leah ◽  
Tebatso Namanyane ◽  
Mirajur Rhaman Shaoan
Keyword(s):  
Online Learning ◽  
International Students ◽  
Online Courses ◽  
Research Question ◽  
Network Connectivity ◽  
Structured Interviews ◽  
Spring Semester ◽  
Limited Class ◽  
The Impact

Toward the end of 2019 and since the beginning of 2020, there has been a worldwide collapse of the pandemic disease called covid-19 that caused a complete shutdown in several countries. As a result, schools, universities and other institutions of higher learning were forced to close. The only way learning could take place was through online learning. Unplanned online learning brought uncertainty among institutions, educators and learners which needs to be examined. The purpose of this case study was, therefore, to explore how online learning during the COVID-19 period influenced SWU international students’ studies, and to understand the attitude of these international students toward online learning during the covid-19 period and finally finding out strategies that SWU international students used to tackle the challenges they encountered through online learning. Semi-structured interviews were conducted among twelve international students offering different online courses. Researchers used content analysis to help them arrive at findings and conclusions. Results from the research showed that poor network connectivity, limited class participation was among the strongest themes to address the first research question. Passion for learning and apathy of online learning were among the themes under students’ attitude. Strategies used to cope up with the challenges faced included prior class preparations and seeking better internet connectivity showed up.

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