ABSTRACT
Introduction and Background: The Corona virus Disease-19 (COVID-19) outbreak has rapidly transitioned into a pandemic affecting every field of life. There is a drastic transition also in field of teaching many challenges are faced by students and faculty, also regarding assessments. The present study was done to evaluate the gender wise perception of various modes of online assignments. Methodology: This study was conducted online on 100 first year medical students at the Army College of Medical Sciences, Delhi Cantt, New Delhi, India. A cross-sectional online survey was done using a pretested, self administered questionnaire. Result(s): Out of the sample group of 100 participants 98(53F,45M) responded. The most preferred mode of assessment was multiple choice questions. A significantly higher percentage of male students disliked seminar discussions and hand written assignments. Conclusion(s): A statistically significant dislike for seminars and handwritten assignments by male students could be attributed to their being from rural area and lesser accessibility. The present study conducted over a larger sample group would help medical educators in a better learning and teaching practice in the present scenario and for the future.Copyright © 2020 Ubiquity Press. All rights reserved.
ABSTRACT
Elementary teachers have little to no professional development in teaching computer science (CS), and there is currently no multiple subject authorization dedicated to the discipline. Very often, elementary teachers who implement CS lessons are learning the subject while teaching their established curriculum. This chapter describes the Elementary Computing for All initiative, a federally funded collaboration between researchers and practitioners designed to develop, implement, test, and refine professional development (PD) that promotes CS for multilingual students in elementary grades. To train participating teachers, we developed an intensive, in-person, weeklong Summer Institute designed to train teachers in the use of CS education for multilingual students. However, with the COVID-19 pandemic, the PD was shifted to a virtual format. This chapter discusses the design and implementation of a virtual PD that utilized emerging technology tools including a learning management system, synchronous and asynchronous sessions, existing online CS training, collaborative activities, staggered scheduling, and networking opportunities. The chapter also describes findings that demonstrate that providing flexible teacher PD with built-in support helps teachers provide quality CS instruction to multilingual students. Furthermore, these practices can be applied to face-to-face and hybrid PD settings, providing individualized support for new CS teachers. © 2023 Taylor and Francis.