Is virtual classroom a window into future during COVID-19? A comparative study of undergraduate and postgraduate university students in India

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
University Students ◽  
Comparative Study ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Validity And Reliability ◽  
Postgraduate Students ◽  
Learning Platforms ◽  
The Impact ◽  
One Way Anova

Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.

Expanding CERC Beyond Public Health: Sharing Best Practices With Healthcare Managers via Virtual Learning

2008 ◽  
Vol 9 (4_suppl) ◽  
pp. 83S-87S ◽  
Author(s):  
Anne M. Hewitt ◽  
Susan S. Spencer ◽  
Rameshsharma Ramloll ◽  
Heidi Trotta
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Risk Communication ◽  
Emergency Preparedness ◽  
Public Health Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Communication Model ◽  
Health Administration ◽  
The Impact

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population—health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

University students involved in a sustainable world: assessing sustainable consumption in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Clara Margaça ◽  
Brizeida Hernández Sánchez ◽  
José Carlos Sánchez-García
Keyword(s):  
University Students ◽  
Sustainable Consumption ◽  
Academic Community ◽  
Validity And Reliability ◽  
Content Type ◽  
Agenda 2030 ◽  
Original Proposal ◽  
Use Of Resources ◽  
Responsible Consumption ◽  
The Impact

Purpose To achieve sustainable development to protect the environment and society, an increasing number of scholars have conducted in-depth research on sustainable and responsible consumption behaviors. The outputs demonstrate that consumers are increasingly concerned and aware of the issues associated with the excessive use of resources. The purpose of this paper is to analyze the validity and reliability of the Sustainable Consumption Scale (SC-S) in the Spanish context. Design/methodology/approach The adaptation of SC-S to Spanish was carried out in accordance with international methodological standards. The Spanish version of this scale was applied empirically to the research sample was composed of 962 university students (49.1% male and 50.9% female) from 54 Universities in 15 regions of Spain that participated in the study. Findings The analyses carried out to verify the psychometric properties retained 16 items from the original proposal, grouped equally in three factors: Cognitive – six items; Affective – seven items; and Conative – four items. The scale presented adequate adjustment indexes, as well as optimal values of the different measures of reliability, recommended by the literature. Originality/value This instrument can be used by the Spanish academic community, which will contribute to the assessment and prediction regarding a sustainable consumption attitude. From these screenings, it will be also possible to understand the impact and development of the objectives outlined by Agenda 2030.

scholarly journals Formulation, implementation and evaluation of a distance course for accreditation in patient safety

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Poliana Nunes Wanderlei ◽  
Erik Montagna
Keyword(s):  
Patient Safety ◽  
Adverse Events ◽  
Learning Environment ◽  
Virtual Learning ◽  
Patient Safety Culture ◽  
Hospital Staff ◽  
Course Evaluation ◽  
Reporting Rate ◽  
Virtual Learning Environment ◽  
The Impact

ABSTRACT Objective To formulate and to implement a virtual learning environment course in patient safety, and to propose ways to estimate the impact of the course in patient safety outcomes. Methods The course was part of an accreditation process and involved all employees of a public hospital in Brazil. The whole hospital staff was enrolled in the course. The accreditation team defined the syllabus. The education guidelines were divided into 12 modules related to quality, patient safety and required organizational practices. The assessment was performed at the end of each module through multiple-choice tests. The results were estimated according to occurrence of adverse events. Data were collected after the course, and employees’ attitude was surveyed. Results More than 80% of participants reached up to 70% success on tests after the course; the event-reporting rate increased from 714 (16,264 patients) to 1,401 (10,180 patients). Conclusion Virtual learning environment was a successful tool data. Data on course evaluation is consistent with increase in identification and reporting of adverse events. Although the report increment is not positive per si, it indicates changes in patient safety culture.

scholarly journals Investigation into University Students Restoration Experience: The Effects of Perceived Sensory Dimension and Perceived Restorativeness

2017 ◽  
Author(s):  
Fahimeh Malekinezhad ◽  
Hasanuddin Bin Lamit
Keyword(s):  
University Students ◽  
Green Space ◽  
Mediation Effect ◽  
Natural Environments ◽  
Validity And Reliability ◽  
Restorative Environments ◽  
Attention Restoration ◽  
Salutary Effect ◽  
Health Promoting ◽  
The Impact

Salutogenic landscape with its health-promoting qualities is a solution for ever-increasing problem of stress for university students as a vulnerable group. Based on nature related theories, natural environments could have a salutary effect on psychological restoration through stress alleviation. There is a body of research on investigating the impact of open green space characteristics for increasing of psychological restoration through framework of attention restoration theory and supportive environment theory. However, there is little knowledge on how the interaction among these characteristics could promote perceived restoration experience (PRE). To address this problem, using perceived sensory dimension (PSD) for open green space qualities and Perceived Restorativeness (PR) as properties of restorative environments, this study assessed the extent to which the PSD and PR impact on PRE. Using 444 screened data, the mediation effect of PR on the association of PSD to PRE is shown as well as the validity and reliability of proposed relationships. `Serene', `space', `prospect', `rich in species' and `nature' were the most influential PSDs on PRE through their higher effect on perceived characteristics of `fascination' and `compatibility'. These results provide information within landscape architecture and planning to promote the development of open spaces as resources for psychological restoration and stress relief.

Instruction-Expanded Virtual Education Model

2021 ◽  
pp. 48-70
Author(s):  
Jessica A. Manzone ◽  
Julia Nyberg
Keyword(s):  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Cultural Wealth ◽  
Virtual Instruction ◽  
Advanced Planning ◽  
Cognitive Enrichment

The COVID-19 pandemic has propelled school districts into virtual instruction with little advanced planning or preparation. This chapter deconstructs the gaps in the virtual learning environment and provides pedagogical strategies for teachers to increase cognitive enrichment, engagement, and access. The shifts in pedagogy from in-person to virtual learning will be examined with concrete strategies to develop student-centered learning experiences in a virtual context. Emphasis will be placed on differentiation as a means to enrich and the art of questioning to engage students. Woven through enrichment and engagement, the student's cultural, familial, linguistic, and social capital are incorporated as assets, or cultural wealth, and used to facilitate equitable access. When combined, these three instructional strategies interrelate and reinforce rigorous cognitive instruction that is accessible for all students in the virtual classroom.

COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment

2021 ◽  
pp. 247-265
Author(s):  
Muzammal Ahmad Khan
Keyword(s):  
Learning Environment ◽  
Global Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Rapid Changes ◽  
Key Issues ◽  
Qualitative Responses ◽  
The Impact

The COVID-19 pandemic has witnessed an unprecedented disruption in global education. The sudden imposition of a lockdown led to rapid changes being made to learning, teaching, and assessment (LTA) approaches used by universities and other educational institutions, and added stress and anxiety to many students and academics. This chapter uses the findings from an online questionnaire to assess the impact of these changes on students at UK universities. It considers both their quantitative and qualitative responses to identify the key issues they faced and, in examining their experiences, allowing recommendations to be made to universities on how they can improve the support for their students. These recommendations are developed from those which the student participants themselves suggest.

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