Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university

In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However, it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020

Learning from student experience: large, higher education classes transitioning online

In March 2020, Irish universities closed their doors and teaching, learning and assessment moved online, due to the Covid-19 pandemic. This paper arises from a Dublin City University (DCU) research study with a three-fold purpose: Examine the sudden transition of large classes (100+ students) from face-to-face teaching and learning to remote online provision from the perspectives of staff and students. Contextualise these perspectives by reviewing relevant literature. Inform the work of teaching large classes in future online teaching and learning spaces. Presented here, are findings informed by;a rapid, systematised literature review;analysis of student and staff survey responses who experienced the swift move online;and academic support data mined by the Teaching Enhancement Unit (TEU) between March and June 2020. This paper will contribute to prompt, timely reflection on the lived student experience of engagement and isolation during the sudden pivot for large class cohorts. These reflections and analysis will add to the growing body of literature on large class teaching and online pedagogy, specifically in the context of the Covid-19 pandemic. The authors provide conceptualised solutions as we move out of the emergency pivot and into more considered, planned approaches to better engage students in online, hybrid and face-to-face contexts. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Pulmonary embolism and covid-19

Aims There is increasing concern amongst clinicians of a possible increase in venous thromboembolism (VTE) events in patients with COVID-19. There remains limited data defining the incidence of VTE in this population and thus also a paucity of research examining the impact of targeted treatment in patients with thrombotic complications. Methods We examined the number of symptomatic VTE events amongst proven COVID-19 patients admitted to a tertiary level academic hospital, over a one-month period. Patient characteristics, admission and discharge inflammatory and coagulation markers were included in the analysis. Results Sixty-one patients were identified. Twelve patients (19.6%) admitted with COVID-19 were treated for a suspected PE. Of these patients, 3 patients were discharged on anticoagulation, 3 died and 6 remain inpatients at the end of the study period. Discussion COVID-19 patients are at increased risk of VTE. This risk may extend beyond the period of admission. Further research examining the role of extending the duration of thromboprophylaxis in COVID-19 patients beyond hospital discharge is warranted. © 2020, Irish Medical Association. All rights reserved.