scholarly journals ‘IT FELT LIKE WE WERE ALL HANGING OUT WHILE TALKING ABOUT TRANSLATION THEORY’: LESSONS LEARNED FROM A FLIPPED TRANSLATION THEORY COURSE IN EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 8 ◽  
pp. 31-85
Author(s):  
Nataša Pavlović
Keyword(s):  
Teacher Support ◽  
Flipped Classroom ◽  
Classroom Teacher ◽  
Lessons Learned ◽  
Translation Theory ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Translator Education

The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses. Keywords: flipped classroom, teacher support, translation theory, emergency remote teaching, YouTube, Zoom

scholarly journals ‘IT FELT LIKE WE WERE ALL HANGING OUT WHILE TALKING ABOUT TRANSLATION THEORY’: LESSONS LEARNED FROM A FLIPPED TRANSLATION THEORY COURSE IN EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 8 ◽  
pp. 31-85
Author(s):  
Nataša Pavlović
Keyword(s):  
Teacher Support ◽  
Flipped Classroom ◽  
Classroom Teacher ◽  
Lessons Learned ◽  
Translation Theory ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Translator Education

The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses. Keywords: flipped classroom, teacher support, translation theory, emergency remote teaching, YouTube, Zoom

Benefits and Challenges of Using Virtual Primary Care During the COVID-19 Pandemic: An International Cross-sectional Survey Study (Preprint)

2021 ◽  
Author(s):  
Edmond Li ◽  
Rosy Tsopra ◽  
Geronimo Jimenez ◽  
Alice Serafini ◽  
Gustavo Gusso ◽  
...  
Keyword(s):  
Primary Care ◽  
Care Delivery ◽  
Lessons Learned ◽  
Survey Study ◽  
Free Text ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Face To Face ◽  
Remote Care

BACKGROUND With the onset of COVID-19, general practitioners (GPs) and patients worldwide swiftly transitioned from face-to-face to digital remote consultations. There is a need to evaluate how this global shift has impacted patient care, healthcare providers, patient and carer experience, and health systems. OBJECTIVE We explored GPs’ perspectives on the main benefits and challenges of using digital remote care. METHODS GPs across 20 countries completed an online questionnaire between June – September 2020. GPs’ perceptions on main barriers and challenges were explored using free-text questions. Thematic analysis was used to analyse the data. RESULTS A total of 1,605 respondents participated in our survey. The benefits identified included reducing COVID-19 transmission risks, guaranteeing access and continuity of care, improved efficiency, faster access to care, improved convenience and communication with patients, greater work flexibility for providers, and hastening the digital transformation of primary care and accompanying legal frameworks. Main challenges included patient’s preference for face-to-face consultations, digital exclusion, lack of physical examinations, clinical uncertainty, delays in diagnosis and treatment, overuse and misuse of digital remote care, and unsuitability for certain types of consultations. Other challenges include the lack of formal guidance, higher workloads, remuneration issues, organisational culture, technical difficulties, implementation and financial issues, and regulatory weaknesses. CONCLUSIONS At the frontline of care delivery, GPs can provide important insights on what worked well, why, and how during the pandemic. Lessons learned can be used to inform the adoption of improved virtual care solutions, and support the long-term development of platforms that are more technologically robust, secure. INTERNATIONAL REGISTERED REPORT RR2-10.2196/30099

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

scholarly journals Pre-Service Teachers’ Levels of Adaptations to Remote Teaching and Learning at A University in A Developing Country in the Context of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Lydia Mavuru ◽  
Oniccah Koketso Pila ◽  
Anesu Gelfand Kuhudzai
Keyword(s):  
South African ◽  
Developing Country ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Support Mechanisms ◽  
The Rich

The outbreak of Covid-19 pandemic has not only caused fear and uncertainty in the education systems across the globe, but it brought about a fundamental paradigm shift in the mode of teaching and learning. Higher education drastically transitioned to remote/ online delivery even for the students who had enrolled for face-to-face mode of teaching and learning. The paper is premised in the context of a developing country that such a drastic change could have widened the digital divide between students from privileged homes and those from disadvantaged families as students did not receive adequate technological training and to even acquire the necessary electronic devices. Consequently, the study sought to establish the levels of adaptation to remote teaching and learning by university students herein referred to as pre-service teachers. Following a quantitative research design, an online questionnaire survey was administered to 157 pre-service teachers enrolled in a Life Sciences Methodology module at a South African university. Data was analysed using SPSS version 26 and descriptive statistics, exploratory analysis of the questionnaire constructs and One-Way ANOVA tests were conducted to compare pre-service teachers` perceptions, experiences and preparedness. The results showed that the disparities and inequalities that exist in different South African contexts in which pre-service teachers hail from, dictated their levels of adaptations to remote teaching and learning. Those from disadvantaged backgrounds were less adapted as they struggled more when it comes to acquisition of electronic gadgets and connectivity to facilitate remote learning compared to those from advantaged backgrounds. This study affirms the call for education institutions and governments to rethink ways of closing the gap between the poor and the rich in education in terms of resource and other support mechanisms.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

scholarly journals One Head, Multiple Hats – Lessons Learned from Online Teaching

2021 ◽  
Vol 27 (2) ◽  
pp. 165-170
Author(s):  
Brândușa-Oana Niculescu ◽  
Isabela-Anda Dragomir
Keyword(s):  
Human Activity ◽  
Online Teaching ◽  
Lessons Learned ◽  
Preparation Time ◽  
Face To Face ◽  
And Training

Abstract The coronavirus (COVID-19) pandemic has caused an unprecedented crisis in all areas of human activity. In the field of education, this new and unexpected situation has led to an extraordinary shift of paradigm, as a considerable amount of institutions and faculty have been forced to pivot from purely face-to-face lessons to wholly online contexts, despite minimal preparation time and training. This paper aims to analyse the implications of this turn, as well as some of the key lessons that can be garnered from it. The gauge of this article will be on lessons learned, from the perspective of the changes that occurred in role of the teacher in the online context and the ramifications these have on teachers’ role and responsibilities.

scholarly journals Evaluating nursing students' engagement in an online course using flipped virtual classrooms

2019 ◽  
Vol 10 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Craig Phillips ◽  
Jacqueline O'Flaherty
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Course Grades ◽  
Virtual Class ◽  
Virtual Classes

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments.

Recovery processes within peer provision: testing the CHIME model using a mixed methods design

2020 ◽  
Vol 15 (5) ◽  
pp. 287-302
Author(s):  
Grace Zeng ◽  
Donna Chung
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Future Research ◽  
Online Questionnaire ◽  
Content Type ◽  
Face To Face ◽  
Recovery Processes ◽  
Mental Health Support ◽  
Two Stages

Purpose Previous studies have pointed the need for more research, which explores how peer provision brings about change associated with recovery. This study aims to test Leamy’s framework, which consists of five recovery processes: connectedness, hope, identity, meaning and empowerment (also known as the CHIME framework) within the peer provision context. Design/methodology/approach This mixed-methods study was completed in two stages. A total of 13 face-to-face interviews were conducted with peers and the transcripts were analysed thematically. A short online questionnaire was completed by 12 peers and analysed with both descriptive statistics and thematic analysis. Findings The participants spoke about the value of peer providers (PPs) in building connectedness, fostering hope and optimism, growing identity, enhancing meaning and empowerment (CHIME). However, their connectedness was hindered by external circumstances and the intrapersonal capacities of their PP. Practical implications The CHIME framework was useful in highlighting stages in which peers moved through their recovery and its corresponding PP involvement. PPs were also found to promote motivation, which was a key driver in their peers’ recoveries. Further research is needed to test frameworks that account for wider systemic issues and the role PPs play in enhancing motivation. Originality/value This study has identified the usefulness of the CHIME framework in describing peer provision. It contributes to our understanding of how peer provision can promote recovery in persons with mental health challenges. It lays the groundwork for future research into examining the role of peer provision in recovery and its distinctiveness from other forms of mental health support.

scholarly journals Home ergonomics – lessons learned

2021 ◽  
Vol 343 ◽  
pp. 11012
Author(s):  
Maria-Elena Boatca ◽  
Anca Draghici ◽  
Alin Gaureanu
Keyword(s):  
Physical Environment ◽  
Lessons Learned ◽  
Working Environment ◽  
Online Classes ◽  
Face To Face ◽  
New Ways Of Working ◽  
Working Space ◽  
Lighting Conditions ◽  
Social And Physical Environment

The current pandemic conditions generated new ways of working and learning by shifting from face-to-face to remote and online working environment. From an ergonomics perspective, this change involved a large variety of adaptations to ‘the new normal’, especially inappropriate furniture, and inadequate social and physical environment conditions. Therefore, the paper aims to provide a deeper understanding on the role of education in ergonomics on the basis of a study on students at Politehnica University of Timisoara. There is little to no information available on ergonomic conditions in which students attend online classes and prepare their projects. The study involved several steps: (1) attendance to an educational session where they were informed on how to sit and organise their working space; (2) presentation of their current and wished working space; and (3) response to a detailed checklist targeted at understanding both their perception and effects on their health regarding online schooling. The results were, to an extent, predicted by the authors: students do not have adequate furniture and lighting conditions; furthermore, the effects on their health are already visible, although not severe.

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