ABSTRACT
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
ABSTRACT
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.
ABSTRACT
BACKGROUND: The direct effect of the coronavirus disease 2019 (COVID-19) pandemic on patients with intestinal failure (IF) has not been described. METHODS: We conducted a nationwide study of UK IF centers to evaluate the infection rates, presentations, and outcomes in patients with types 2 and 3 IF. RESULTS: A total of 45 patients with IF contracted COVID-19 between March and August 2020; this included 26 of 2191 (1.2%) home parenteral nutrition (HPN)-dependent adults and 19 of 298 (6.4%) adults hospitalized with type 2 IF. The proportion of patients receiving nursing care for HPN administration was higher in those with community-acquired COVID-19 (66.7%) than the proportion in the entire HPN cohort (26.1%; P < .01). Two HPN-dependent and 1 hospitalized patient with type 2 IF died as a direct consequence of the virus (6.7% of 45 patients with types 2 or 3 infected). CONCLUSION: This is the first study to describe the outcomes of COVID-19 in a large cohort of patients requiring long-term PN. Methods to reduce hospital and community nosocomial spread would likely be beneficial.