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Purpose: Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students' perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels. Design/methodology/approach: It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study's hypothesis. Findings: Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences: technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams. Research limitations/implications: A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study. Practical implications: Having the experience of the students' satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level. Originality/value: The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country's sustainable development goal of becoming a digitally enabled regional education hub. © 2023, Md Abdul Momen, Seyama Sultana, Md. Anamul Hoque, Shamsul Huq Bin Shahriar and Abu Sadat Muhammad Ashif.
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BACKGROUND: Due to the Covid-19 pandemic, on-site classroom teaching became limited at most German medical universities. This caused a sudden demand for digital teaching concepts. How the transfer from classroom to digital teaching or digitally assisted teaching was conducted was decided by each university and/or department individually. As a surgical discipline, Orthopaedics and Trauma have a particular focus on hands-on teaching as well as direct contact to patients. Therefore, specific challenges in designing digital teaching concepts were expected to arise. Aim of this study was to evaluate medical teaching at German universities one year into the pandemic as well as to identify potentials and pitfalls in order to develop possible optimization approaches. METHODS: A questionnaire with 17 items was designed and sent to the professors in charge of organising the teaching in Orthopaedics and Trauma at each medical university. A differentiation between Orthopaedics and Trauma was not made to allow a general overview. We collected the answers and conducted a qualitative analysis. RESULTS: We received 24 replies. Each university reported a substantial reduction of their classroom teaching and efforts to transfer their teaching to digital formats. Three sites were able to switch to digital teaching concepts completely, whereas others tried to enable classroom and bedside teaching at least for students of higher edcuational levels. The online platforms used varied depending on the university as well as the format it was supposed to support. CONCLUSION: One year into the pandemic significant differences concerning the proportions of classroom and digital teaching for Orthopaedics and Trauma can be observed. Simultaneously huge differences in concepts used to create digital teaching are present. Since a complete suspense of classroom teaching was never mandatory, several universities developed hygiene concepts to enable hands-on and bedside teaching. Despite these differences, some similarities were observed: the lack of time and personnel to generate adequate teaching material was reported as the leading challenge by all participants of this study.
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COVID-19 , Educational Personnel , Orthopedics , Students, Medical , Humans , Pandemics , Universities , COVID-19/epidemiology , TeachingABSTRACT
We examine how a researcher-practitioner research group collaborated to adapt noticing practices in the face of disruptions brought on by the COVID-19 pandemic. We used a progress monitoring tool and cognitive field notes to support teacher partners' systematic reflection and to gauge teacher learning. Initial findings suggest these tools helped identify tensions around implementing online class discussions. We highlight the process the teacher partners engaged in as they re-conceptualized engagement, participation, and interaction. © ISLS.
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The pandemic has compelled educational institutes across the world to hastily adopt, adapt and cope with digital learning by developing 'digital classrooms', virtual learning environments replete with sophisticated technological features. The eagerness of the intent to ramp up technological infrastructures, however, is not reflected in the rethinking or redesigning of pedagogies for digital learning. Technocratic ambitions often have very little, if anything, to do with pedagogy. Moreover, the digital classroom is 'global' by design, and the ethnocentric framework wrought upon by such designs impedes the decolonizing of the curriculum. It depletes local pedagogic cultures: local histories and cultures, political and moral economies. This article argues that imagining the digital classroom a-temporally and a-culturally, typically from a technocratic point of view, signals a tryst with (techo-)orientalism in its new avatar. [ FROM AUTHOR] Copyright of Contemporary South Asia is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Instructors regularly learn and customize various feature-rich software applications to meet their unique classroom needs. Although instructors often prefer social help from colleagues to navigate this complex and time-consuming learning process, it can be difficult for them to locate relevant task-specific customizations, a challenge only exacerbated by the transition to online teaching due to COVID-19. To mitigate this, we explored how instructors could use an example-based customization sharing platform to discover, try, and appropriate their colleagues' customizations within a learning management system (LMS). Our field deployment study revealed diverse ways that ten instructors from different backgrounds used customization sharing features to streamline their workflows, improve their LMS feature awareness, and explore new possibilities for designing their courses to match student expectations. Our findings provide new knowledge about customization sharing practices, highlighting the complex interplay of expertise, software learnability, domain-specific workflows, and social perceptions. © 2022 ACM.
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India is one of the countries with the highest number of young students enrolling for higher studies. Education plays a vital role in the life of students about career advancement. In the COVID pandemic situation, many youngsters feel restless and dissatisfied due to syllabus incompletion. So many academies are offering online courses but because of improper facilities or sources and financial constraints. We aim at introducing Artificial Intelligence (AI)-powered E-learning methods to students who can dynamically interact with the faculty and peers and clarify their queries while studying. In addition, we aim at personalizing education which helps in assessing students' skills/talents and evaluating their performance. EDUBOT is a student friendly AI-powered chatbot and the Learning Management System (LMS) that provides students with the resources they need on any topic the need and solves their problems. The features provided by this product are dynamic front-end, Interactive Query Search, Personalized Student centric Assessment and Super User. © 2022 IEEE.
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One of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education. It aims to ensure inclusive and equitable quality education for all. Digital technologies have emerged as an essential tool to achieve this goal. These technologies are simple to detect emissions sources, prevent additional damage through improved energy efficiency and lower-carbon alternatives to fossil fuels, and even remove surplus greenhouse gases from the environment. Digital technologies strive to decrease or eliminate pollution and waste while increasing production and efficiency. These technologies have shown a powerful impact on the education system. The recent COVID-19 Pandemic has further institutionalised the applications of digital technologies in education. These digital technologies have made a paradigm shift in the entire education system. It is not only a knowledge provider but also a co-creator of information, a mentor, and an assessor. Technological improvements in education have made life easier for students. Instead of using pen and paper, students nowadays use various software and tools to create presentations and projects. When compared to a stack of notebooks, an iPad is relatively light. When opposed to a weighty book, surfing an E-book is easier. These methods aid in increasing interest in research. This paper is brief about the need for digital technologies in education and discusses major applications and challenges in education.
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This paper works with recent issues related to educational content delivery which either have become acute or newly arisen due to the COVID-19 pandemic. While several tools including Zoom, Meet, Teams, WebEx, and others are common in online classrooms today, this paper considers other models including those in which traffic is offloaded to network edge. Via trace-based modeling based on real datasets describing network performance in AWS EC2 services, this paper identifies that at least two distinct cloud-based models of content delivery can be implemented even in large realtime classrooms. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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PURPOSE: The impact of COVID-19 required revisions in curricula, especially among professional programs that have traditionally required hands-on learning of content. This study endeavored to assess the level of effectiveness of the online presentation of material both qualitatively and quantitatively in a 5-week module on cariology for first-year dental students. Quantitative analysis of the assessment data was required to determine if an interactive engagement platform increased student outcomes. Quantitative survey and qualitative student comments were analyzed to determine the students' preferences for supplemental learning opportunities and utilization trends. The purpose of this study was to measure the learning outcomes of online course delivery with the use of an interactive education platform. METHODS: The dental class of 2023 received the cariology material in a live, in-person lecture format. The class of 2024 received the same material in a combination of synchronous Zoom lectures and asynchronous interactive presentations utilizing the interactive education platform (Nearpod). The identical midterm examination on cariology was administered to both cohorts at the completion of the 5-week module. RESULTS: Quantitatively, the class of 2024 had a significantly higher mean score than the class of 2023 on the midterm examination, collectively and in both female and male cohorts. Qualitatively, the dental students overwhelmingly expressed support for the ease of use and educational value of the Nearpod platform. CONCLUSIONS: This study found that student performance on the identical exam was improved through the use of synchronous Zoom lectures and asynchronous Nearpod review sessions. The application of technology to enhance remote learning can be effective in supporting student mastery of core concepts in dental education.
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COVID-19 , Simulation Training , Curriculum , Educational Measurement , Female , Humans , Learning , Male , Students, DentalABSTRACT
In the context of the COVID-19 pandemic, many schools (primary, secondary, and tertiary) have been forced to go online, using fully virtual and hybrid models of schooling. Leveraging digital technology to carry out learning has been the de facto alternative to simply halting schooling. While the pandemic has wreaked havoc on schools, it has also accelerated digital delivery of education into a mainstream practice. Along with numerous benefits, digital learning also poses some challenges, such as inequity in access to educational resources. Digital learning is still out of reach for large populations in many developing regions, either due to lack of infrastructure or because it is not affordable. Since digital learning, as well as digital divides, will still be with us in the post-pandemic world, there is a need to develop pathways for delivering access to education, while also being cognizant of digital divides and a lack of resources in many areas of the world. As one of the ways to answer that need, we investigated the impact of a solar powered education system that is designed to deliver educational contents to less privileged people of the developing world, particularly in rural locations, and mitigate the digital divide in education. The engineered system is composed of a solar panel, battery, a pico-projector, and digital content stored in the projector. The system unlocks the opportunity to deliver education at remote locations where internet and electricity are not commonplace and reliable. © American Society for Engineering Education, 2021