Optimizing pre-clerkship medical education at the University of Ottawa

COVID-19 has brought forth unprecedented changes in the delivery of medical education. With concerns rising over a new variant and an upheaval in vaccine distribution, institutions have had to re-strategize and, in many cases, implement provisional shutdowns to contain the spread of SARS-CoV-2. For medical schools, providing an optimal balance between in-person training and virtual learning has been challenging. At the University of Ottawa Faculty of Medicine, key components of the undergraduate medical education, including in-class lectures, interactive practical sessions, and clinical placements, have been affected by the pandemic. In this paper, we highlight barriers to an optimal learning experience among pre-clerkship students at the University of Ottawa and propose ways in which this can be overcome.

Pengaruh Virtual Learning Pembelajaran Jarah Jauh Guru Pendidikan Agama Islam dan Partisipasi Orang Tua terhadap Hasil Belajar PAI

This study aims to determine the effect of virtual learning on Islamic Religious Education learning outcomes, the effect of parental participation on Islamic Religious Education learning outcomes, as well as the effect of virtual learning and parental participation on PAI learning outcomes at SMPN 4 Karanganyar academic year 2020/2021. The hypothesis proposed is that virtual learning and parental participation have a significant effect on PAI learning outcomes for class VIII SMPN 4 Karanganyar academic year 2020/2021. This research is quantitative descriptive with data collection methods are questionnaires, observations, interviews and documentation. Subjects were taken by class VIII SMPN 4 Karanganyar with a population of 360 and a sample of 100 students. Data analysis used preliminary analysis, hypothesis testing and further analysis. The results showed that the effect of virtual learning on PAI learning outcomes was in good category, the influence of parental participation on PAI learning outcomes was in good criteria, and the influence of virtual learning and parental participation had a significant effect on PAI learning outcomes for class VIII students of SMPN 4 Karanganyar academix year 2020/2021 which is in the good category.

Students’ Attitude towards Virtual Learning during Covid-19 in Chitwan

The COVID-19 pandemic is rapidly accelerating the learning process. As a result, there has been a shift from face- to- face to virtual learning. The major purpose of this research was to identify the interest and attitude of students towards virtual learning during covid-19 pandemic. The study was to determine whether students are interested in virtual learning or not. This survey is based on primary data collected from students who are currently pursuing their degrees. Google form structured questionnaire was distributed via Messenger app to the students of Chitwan district colleges where virtual learning is going on using random sampling method. The result revealed that students are interested in virtual learning. The majority of students found it as an important means of making knowledge widerand bringing social changes despite hindrances (p= 0.001). Virtual learning is a powerful tool for teaching replacing face to face learning in any level as a quick solution to the crisis. However, successful implementation of virtual learning into curriculum requires a well thought-out strategy and equal access of all.

A aprendizagem de Química em meio a pandemia de Covid-19, período de 2021

Este trabalho apresenta um estudo de caso realizado nas disciplinas de Química Geral e Inorgânica, Química Orgânica e Fenômenos Químicos Aplicados que ocorreram no semestre B de 2021 em uma universidade comunitária. As experiências relacionam-se com aulas teóricas e práticas no período da pandemia da Covid-19. Todas elas ministradas pelo mesmo professor. Optou-se por fazer uma descrição dos resultados dos questionamentos realizados aos estudantes em uma roda de conversa. Apresenta-se a descrição dos resultados e ao finalizar a pesquisa percebe-se que os estudantes identificaram algumas fragilidades, principalmente nas aulas práticas realizadas por meio de laboratórios virtuais de aprendizagem, identificam que é uma ferramenta adequada, tratando-se da realidade de aulas remotas, mas entendem que as aulas práticas na modalidade presencial tem o seu devido valor, principalmente se tratando de Química. This work presents a case study carried out in the disciplines of General and Inorganic Chemistry, Organic Chemistry and Applied Chemical Phenomena that took place in the B semester of 2021 at a community university. The experiences are related to theoretical and practical classes during the Covid-19 pandemic period. All of them taught by the same teacher. It was decided to make a description of the results of the questions asked to students in a conversation circle. The description of the results is presented and, at the end of the research, it is clear that the students identified some weaknesses, especially in practical classes carried out through virtual learning laboratories, identifying that it is an adequate tool, considering the reality of remote classes , but they understand that the practical classes in the presential modality have their due value, especially when it comes to Chemistry.

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.

Creative Pedagogy in the Elementary Classroom During Virtual Learning

Teaching during a pandemic has been a challenge. There were so many unknowns and much confusion. Many teachers around the globe asked themselves, “How will I engage students?” “Will I be able to build a community of learners?” “Where do I even begin?” One approach is using creative pedagogy to engage students to explore, problem solve, and promote social interactions with fourth grade students. This chapter will provide insights on how to captivate elementary school students during virtual learning.

A Conceptual Study on Self-Regulation Skills in the Context of Virtual Identity Use in Distance Education

In distance education, instructor control over learners is limited compared to traditional settings. Learning in distance education includes the process of developing the virtual identity of the individual. Learners and instructors use their virtual identities to share ideas and promote themselves by participating in social. Therefore, this research aims to evaluate self-regulation skills in the context of virtual identity use strategies in distance education and to evaluate them in a conceptual framework. Considering the literature, self-regulation skills need to be rearranged according to virtual learning to achieve academic success in distance education environments. It should be accepted that virtual identities are crucial to create participation in the classroom and support knowledge construction, and instructors should guide this. It is recommended to provide training to instructors and learners on the effective use of virtual identity and to carry out incentive activities to reflect self-regulation skills in the use of virtual identity and lessons.