Once More with Feeling: The Hidden Challenge of Virtual Teaching

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

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Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Global Business Review ◽

10.1177/09721509211015369 ◽

2021 ◽

pp. 097215092110153

Author(s):

Sudhir Rana ◽

Amit Kumar Singh ◽

Shubham Singhania ◽

Shubhangi Verma ◽

Moon Moon Haque

Keyword(s):

Higher Education ◽

Technological Development ◽

Learning Experience ◽

New Technology ◽

Business Management ◽

Teaching Efficacy ◽

Influential Factors ◽

Cross Sectional ◽

Factors Influencing ◽

Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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