Challenges in Developing ‘Insight Learning’ in the Virtual Learning Environment with Special Reference to Gestalt Theory of Perception

A paradigm shift has altered our world in practically every sphere and it can be attributed to the Covid-19 pandemic. Modern science and technologies have been called upon to redesign various processes in order to cope with this outbreak and the changes it has wrought. Even the world of education has been subject to severe disruption. To deal with the new situation, the students and teachers have been forced to change the way they customarily taught, learnt and interacted. The entire educational framework will have to be transformed from the traditional face-to-face or physical system to the virtual Moodle education system. The entire school system and higher education system in Sri Lanka are now called upon to confront these new challenges if they are to continue the learning and teaching processes. Fortunately, the higher education institutions have managed to find a quick remedy, by moving to online learning to overcome the difficult situation. Although many learning theories have been introduced to evaluate the learning processes in the physical classroom, the Gestalt learning theory is slightly different from the other theories. This is because the Gestalt theorists emphasize the need for whole perception, which can only be achieved by focusing on the entire learning process and making sense of things by thinking of them deeply. The process of thinking involved selecting, organizing, interpreting and creating meaning. This processing method is called ‘insight learning’. Hence, this study is an attempt to assess the feasibility of developing insight learning in virtual learning. The data was collected through Google forms, and the conclusion is based on the more than 700 responses received from undergraduate students in the Faculty of Arts and Culture, Eastern University, Sri Lanka. The SPSS software was used to record and analyze data using factor analysis and descriptive statistics. The study shows that there are many factors that prove to be obstacles in the way of developing insight learning via an online learning system. Therefore, the study recommends some strategies to overcome these obstacles and adopt the new online learning process in the future. Received: 31 October 2021 / Accepted: 9 December 2021 / Published: 3 January 2022

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

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.

Clinical Skills Development in the Virtual Learning Environment

The rapid transition to distance learning in response to the unexpected SARS-CoV-2/COVID-19 pandemic led to disruption of clinical skills development, which are typically conducted face-to-face. Consequently, faculty adapted their courses, using a multitude of active learning modalities, to meet student learning objectives in the didactic and experiential settings. Strategies and considerations to implement innovative delivery methods and address potential challenges are elucidated. Furthermore, integration of a layered learning approach may allow for more broad perspectives and allow additional interactions and feedback, which is especially necessary in the virtual environment.

Undergraduate Medical Training in Communication Skills

Communication skills are important for physicians, as they are continuously in contact with human beings—patients, families, or members of healthcare teams—in various circumstances. At Universidad de los Andes' School of Medicine, these skills are a fundamental part of the curriculum and the subject of two undergraduate concentration courses. The purpose of this chapter is to present the experience of transitioning one of these courses, Communication Skills II, from face-to-face to a virtual learning environment as a response to the COVID-19 pandemic. It describes the rationale behind teaching communication skills, illustrates how the course was developed and taught face-to-face, presents the challenges posed the COVID-19 pandemic, explains the transition of the course to a virtual learning environment, and concludes by offering an overview of the evaluations and perceptions of the course, as taught in the virtual environment, by those involved in it.

Lessons Learned from Clinical and Translational Science Faculty and Student Survey as COVID-19 Pandemic Continues to Shift Education Online

Introduction As the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings. Methods All faculty and learners involved in nine Clinical and Translational Science courses in spring 2020 were invited to participate in a web-based questionnaire. Quantitative analysis was performed on closed-ended items, including 5-point Likert-scale questions used to assess the range of views. Qualitative free-text responses were independently analyzed for repetitive themes and summarized. Additionally, comparisons of faculty and course evaluations and student grade point averages (GPAs) from the in-person courses and their subsequent virtual course offerings were considered. Results Survey results indicated several positive impacts with moving courses into the virtual environment, including increased accessibility as well as more student-centered education. Learners joining from sites outside of the originating campus were especially grateful for the virtual classroom because they felt newly integrated within classes. Faculty and course evaluations, as well as student GPAs, remained consistent. Conclusion New COVID-19 variants continue to shift education online, and innovative ideas are required to further improve future virtual course offerings. Increased engagement is warranted, both from faculty to incorporate activities designed specifically for a virtual classroom, and from students to increase participation by activating their microphones and webcams. Greater opportunities for global involvement and connectedness arise. Finally, this project advocates for adequate eLearning staffing to support quality online education as the need for pedagogical and technical provision continues.

Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training. Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid. Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

Development of foreign language communicative competence in undergraduates of non-language universities

Introduction. The higher education system is being modernized at the Master’s level according to the requirements of the Federal State Educational Standards 3++. Teaching English to non-English major students shows that the intensive use of electronic learning tools requires the development of a system of tasks for effective language training. The purpose of the article is to develop a system of tasks for the developing EFL graduates’ communicative competence and to prove its effectiveness in teaching practice. Materials and methods. The pilot training was conducted at the North-Eastern Federal University named after M. K. Ammosov (N=90) and the Arctic State University of Agriculture and Technology (N=60) during one academic year. Classes were conducted both in full-time and remotely using the Zoom platform and the virtual learning environment Moodle. The entrance and final diagnostics were conducted in all four English skills (listening, speaking, reading and writing) to determine the level of EFL communicative competence in Master’s students. Results of the study. The obtained results of the diagnostic stage determined the directions of training in order to improve students’ EFL communicative competence: 1) modernization of the language education (updating the English course content); 2) development of a system of tasks for the organizing distance learning (updating of the educational and methodological complex). The results of the final testing indicate an increase in the level of EFL communicative competence at the end of the pilot training: 1) the average value for listening, speaking and writing increased by 1.5 times at the significance level p≤0.01; 2) the average value for reading increased by 2.5 times at the significance level p≤0.01.

ICT-Enhanced Instruction in COVID-19 Lockdown: A Conceptual Paper

Purpose: The general increase in popularity of information and communication technology (ICT) leads to its integration into the education systems worldwide. Nowadays, educational institutions uses relevant ICT tools to create, read, store, update, and communicate information as well as enrich educational management decisions. Furthermore, ICT serves as an important instrument for teaching and learning communications in educational system especially with the evolution of flipped classroom and blended learning to complimenting the normal classroom. This study is to identify the instructional role of ICT in the education system in the lockdown for the COVID-19 pandemic globally. Design/Methodology/Approach: The study covers novel approaches in the use of ICT for instruction, its role in educational access and quality of education as well as learners’ academic achievement in the lockdown period for COVID-19 pandemic Findings/Result: The use of ICT in education systems and its integration in instructional services results in agile, effective, efficient, and flexible learning. The use of this technology enhances accessibility and quality of education in the COVID-19 lockdown period. ICT eliminates the traditional face-to-face instructions by creating virtual learning environment whereby educators and learners interact at their comforts in a seamless manner. Courses can be taken online at less cost far cheaper than the traditional physical learning environment. Also, ICT promotes learners’ motivation as well as enhances learners’ engagement in learning activities ultimately facilitates the shift to the desired learner-centred method. Therefore, when ICT is appropriately utilized in educational systems, it serves as an instrument for enhancing the quality of education and the general transformation of educational systems for enhanced students’ academic achievement. Originality/Value: A flexible and efficient interaction among educational stakeholders; educational administrators, parents, educators and learners is a critical factor for enhancing learners’ academic achievement in the COVID-19 lockdown. In conclusion, this study recommends further empirical studies on the impact of ICT on learners’ academic achievement during the COVID-19 lockdown. Paper Type: Conceptual Research.

63 Virtual Community Outreach Simulation Programme

The community outreach programme paused during the global pandemic as schools were closed and we were unable to go into schools and colleges to use simulation-based training to educate and inspire young adults to consider a career in the National Health Service. Now that schools and colleges are open it is still difficult to go into schools and colleges due to COVID-19 restrictions. We needed a way to continue to reach out to these schools and colleges using simulation to educate and inspire young adults.The aim was to continue the outreach programme but virtually, via live streams and some pre-recorded simulations. Aiming to help to increase awareness of the different careers, routes into the National Health Service and skills required to work in healthcare. ‘A virtual learning environment is intended not simply to reproduce a classroom environment -’on-line’, but to use the technology to provide a new way of learning’, Britain and Liber [1]. By continuing to provide the outreach simulation project I hope to be able to engage with a larger number of learners at a single time.Streaming live simulations sessions with tutor groups from schools and colleges via platforms such as Microsoft Teams and Zoom using a variety of simulation scenarios. These simulations will be mainly focussing on human factors with some teaching on specific subjects depending on the need of the learners. Example: Virtual work experience for young adults interested in medicine. We plan to mock up our simulation centre to replicate an accident and emergency department and have three admissions of different severity. We will be streaming this to two schools simultaneously and they will have the chance to help prioritize the three patients and explain their choice. The simulations will display good teamwork, good communications skills and leadership. One of the simulations will not include these skills and display poor communication, this will be intentionally included in a simulation for the learners to identify.Feedback forms will be given to all learners to complete asking them if the session has inspired them to consider a career in the National Health Service, feedback will then be used to adjust the way we deliver the virtual side of the outreach programme and perfect the programme so we can continue to educate and inspire young adults.