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Background: On-line education in a way was a forced introduction in our education system in wake of COVID-19 pandemic. Teachers as well as students became a part of this shift in education delivery mostly by force and rather by choice. However, in the short run itself it was realised that while shifting to this new-medium has its own challenges it also comes with its own set of advantages. Background: This research paper attempts to study and analyse the perception of teachers in hospitality education towards on-line education. Objective of study is to identify the major challenges and benefits of hospitality education as perceived by faculty members. Methodology: Descriptive research design was employed. The study was conducted by administering a structured questionnaire among faculty members of various IHMs and analysis of data was done. Locale is pan-India reached through google questionnaire method with a sample size of 50 faculty members from different IHMs in the country. Data was analysed with the help of excel tools, bar diagrams and graph. Results: Research revealed that in spite of the sudden paradigm shift in the macro environment faculty members responded well to the challenge of optimising learning for students in an on-line mode. Initially 80% faculty members found this shift challenging but now 80 percent believe that blended learning is future. Assessments and sustaining interest of students however are major challenges with 82 and 84 percent of faculty members respectively agreeing to this being a major issue. Conclusion: Teachers perceive blended learning to be a norm in future. It is perceived that while it's very difficult to impart skill training in an on-line mode, for theoretical classes this could be a preferred mode.
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This issue contains 13 articles on the use of virtual anatomy, histology and embryology in research and education;digital histological morphometry of the human pineal gland in a postmortem study, with endocrine and neurological clinical implications;an international collaborative approach to learning histology using a virtual microscope;delivery anatomy kits to help keep practical veterinary classes during the COVID-19 pandemic;how virtual animal anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic;using videos in active learning in veterinary anatomy;dissection videos as a virtual veterinary anatomy peer learning tool at the University of Tehran during the COVID-19 pandemic;a new virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system;application of student remote and distance research in neuroanatomy by mapping Dscaml1 expression with a LacZ gene trap in mouse brain;implementing a multi-colour genetic marker analysis technique for embryology education;impact of COVID-19 on student attainment and pedagogical needs when undertaking independent scientific research;extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction and assessing student perceptions and examination performance and students' performance in teaching neuroanatomy using traditional and technology-based methods. 16 proceedings from the Trans-European Pedagogic Anatomy Research Group (TEPARG) Hybrid Meeting entitled "Hybrid Anatomy Education: Barriers and Enablers for Students and Educators" held in Barcelona, Spain, during 5 March 2022, are also included.
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Online teaching has become an important part of higher education due to the continuous effects of the global COVID-19. In this paper, the online teaching of Animal Product Processing was designed and implemented from three aspects of optimization of online teaching content, organization of teaching process and implementation of online assessment. According to the analysis of the questionnaire survey and the final evaluation results, the online teaching of Animal Product Processing is well received by the students and has achieved good teaching results, providing a useful reference for colleges and universities to carry out in-depth online teaching of Animal Product Processing.
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This research aims to examine the technological pedagogical content knowledge of physical education and sports teachers who conduct their courses remotely in the distance education process. A total of 254 physical education and sports teachers, 81 female and 173 male teachers, participated in the research in the 2020-2021 academic year. As data collection tools, Graham et al., (2009) and adapted into Turkish by Timur and Tasar (2011), the "Technological Pedagogical Content Knowledge Self-Confidence Scale" (TPACK) and the "Personal Information Form" developed by the researchers were used. The data obtained in the study were analyzed using the SPSS 25 package program. As a result of the study, it was concluded that there are significant differences in the sub-dimensions of the physical education and sports teachers' technological pedagogical content knowledge self-confidence according to gender, distance education background, computer education status, having a personal computer and teachers' educational status. It has been observed that the technological pedagogical content knowledge self-confidence of physical education and sports teachers is generally high.
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Defining, identifying, and evaluating teaching effectiveness is a difficult proposition;however, measuring the effectiveness of school-based agricultural education (SBAE) teachers is even more difficult considering the diversity of programs nationwide. Faculty in the agricultural education teacher preparation program at Oklahoma State University sought to measure the effective characteristics developed during the Spring 2020 semester, using the effective teaching model as a frame for this study in conjunction with the Effective Teaching Instrument for SBAE Teachers (ETI-SBAE). This approach allowed the research team an opportunity to further investigate the preparedness of SBAE teacher aspirants during the ongoing COVID-19 pandemic. A descriptive research design was implemented with SBAE teacher aspirants at Oklahoma State University with a junior- or senior-level classification (N = 72). The SBAE pre-service teachers at Oklahoma State University identified a high sense of effectiveness based on the ETI-SBAE instrument. In this group of pre-service teachers, all participants scored an overall teaching effectiveness score of strong to very strong, with the overwhelming majority (79.2%) planning to enter the teaching profession. Additionally, there was a relationship between intention to teach and teaching effectiveness scores, with those who intend to teach reporting higher teaching effectiveness scores. The ETI-SBAE holds utility for SBAE teacher preparation programs.
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This paper assessed the Joint Delivery Voucher Program for senior high school technical vocational livelihood between 2017and 2021 in selected public high schools in Occidental Mindoro, Philippines. The study employed survey research method. The sources of information were from primary and secondary data. Further, the project employed the cost sharing approach and educational institution approach. Result showed that face-to-face learning with result demonstration was the "always" preferred extension teaching methods before the COVID 19 pandemic. -learning, modules, IEC, instructional materials, mobile application and interactive computer assisted module were used during the COVID 19 pandemic implementation. The program implementation encountered "slightly serious problems." The students had acquired "adequate competency" in the program that enabled them to pass the national assessment and evaluated the JDVP implementation as "excellent.
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Accurate interpretation of radiographic images is critical to diagnosing clinical patients. Remote instruction in radiology has become more common at veterinary colleges as academic institutions struggle to fill open veterinary radiologist positions and as a result of the COVID-19 pandemic. This study sought to gather the feedback of fourth-year veterinary students via pre- and post-study surveys (n = 45) and focus groups (n = 7) about a newly implemented 2-week long radiology rotation. Ninety-eight percent of students reported having taken an online course before, and on both pre- and post-study surveys, students commonly reported feeling interested, determined, and attentive. On average, students reported that they were neither more nor less engaged than they would have been in an in-person course and that they understood the material neither better nor worse than they would have in an in-person course. Students reported that the key to their success was primarily hard work; secondarily, instructor availability and student ability were important. Students did not rate luck as having much influence on their success. Although diagnostic imaging can be a challenging subject to master, students effectively learned this subject through online instruction. They provided feedback for the course's continued improvement; their comments centered around improved interactivity, including providing automated quiz questions' answers and increased instructor availability. Data collected in this study will help to guide further development of the radiology course.
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The emergence of Information and Communication Technologies in the educational area has allowed the expansion of learning through telematic means. In addition, the Covid-19 pandemic, and the consequent closure of school institutions, led to the massive application of fully online or combined training (face-to-face and with telematics support). The objective of this research was to know the evaluations of university students who intend to be teachers, about the training they are receiving by telematic means. To do this, an online questionnaire was designed, validated and applied to 523 students from two universities from Spain and one from Portugal. Descriptive and multivariate analyzes were performed, obtaining statistically significant differences. The results show that telematic education is not evaluated in a particularly positive way by the students, highlighting that they miss socializing with their classmates, although they recognize that its implementation also offers advantages such as greater flexibility and a reduction in economic expenses. Finally, the need to transform teaching methodologies for an efficient transition from face-to-face to telematic learning is discussed, and concludes with guidelines to improve the quality and effectiveness of online and combined training plans for higher education students.
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The main objective of the research was to try to see the perception of virtual classes and the possible academic repercussions that university students had in Peru, and their associated factors, during the COVID-19 pandemic. Analytical cross-sectional study in Peruvian university students during the first wave of the pandemic, the variable that mediates perception was obtained through a validated scale. In the analytical statistics, it was found that women had a higher frequency of perception of academic repercussions (PRa: 1.37;95% CI: 1.18-1.59;p value <0.001), this adjusted for age, study career and university. Women were the ones who perceived the most repercussions. Although an association was only found with the sex of the respondents, larger studies should be carried out and in more advanced stages of the pandemic, since our results can be taken as baseline, but the influence of others should be followed up and determine the influence of other variables.
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Background: Despite the introduction of e-learning in recent years, it has not been utilized as a major educational method in numerous universities, especially in the area of medical and health sciences, until the crisis of the COVID-19 pandemic. Objectives: This study aimed at explaining the strengths and weaknesses of asynchronous e-learning in nursing education throughout the COVID-19 crisis.
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Influenced by the COVID-19, the physical education teaching activities in Colleges are transferred to the Internet totally. How to ensure the teaching effect has become a key problem that also puzzles the physical education teachers, so that physical education curriculum teaching is facing a profound paradigm revolution. In this huge wave of large-scaled online physical education teaching, bodybuilding course with its unique project cultural characteristics, focusing on the following contents to perform teaching, such as household fitness, scene weakening, habit development, hands-on training and body cognition, and reorganizing the subject content and knowledge system of teaching, strengthening project cognition and physical and mental experience from multiple aspects;a series of teaching activities were carried out based on tool assistance of the network platform, and paying attention to learning effect and information feedback by multiple channels, in order to ensure the continuity and effectiveness of teaching and to lay a foundation for the mixed teaching of bodybuilding courses during the post Covid-19.
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In an IUT, "Institut Universitaire de Technologie"students are trained to become technicians after 2 years of study. Due to different reasons, the background level of incoming students is becoming lower and above all disparate. A special tutorage system introduced in 2014 to avoid resignations of first year bachelor students allows the first-year students to benefit from individual and collective support of second-year students in disciplines considered as difficult. During the first COVID confinement, three students, then in the first year, offered us a new concept of tutoring. As part of their tutored 2nd year project, they would like to write first-year exam corrections, but also organise collaborative work sessions for the 2nd year. We accepted this proposal, and student engagement was beyond our expectations. Spontaneously, as the teaching conditions returned to normal (100% face-to-face courses), a group of 3 students asked us if they could take part in this project again this year. The paper presents the organisation of the project in each of these two academic years, the commitment of the students to the project, and the feedback of their trainees. © 2022 IEEE.
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The 9 articles in this special issue provide insights into how educators and learners experienced changing teaching and learning modalities during the COVID-19 pandemic across a range of countries, including Australia, Canada, Europe, Israel, New Zealand, the UK and the USA.
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In the shadow of covid-19 pandemic, electronic learning (E-learning), also known as online classes, has become the main option. Therefore, the aim of this study was to assess the efficacy of online learning in veterinary anatomy, as well as the theoretical and practical outcomes that resulted from it. it compares the exam scores of students in both teaching methods (conventional and E-learning). About 100 students were used in this study. Furthermore, it demonstrated the students' practical knowledge in the area of E-online learning. The first semester was dedicated to formal education. The second semester was completed entirely online. The findings revealed that during lectures, complex involvement in online activities is substantially reduced. The awareness of students was assessed by comparing student grades from these three semesters. In comparison to traditional schooling, the exam results showed an irregular distribution in E-learning and online tests, with E-learning scores substantially higher. During the E-learning time, the functional laboratory was completely absent. The practical part, of the veterinary anatomy classes, involves laboratory participation to show students various systems of the animals and enable them to use different techniques, training them for future classes such as clinical and surgical classes. The results revealed that reached the conclusion that e-learning is inadequate for teaching veterinary anatomy.
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The online survey was conducted between June, 2020 and August, 2020 to understand the perception of the undergraduate students of the S.V. Agricultural College. Tirupati regarding online classes. Out of 300 undergraduate students pursuing 1st, 2nd, and 3rd year of B.Sc (Hons.), 72 students belonging to all three years responded. The perception of the students was categorised under four aspects viz., perception of learning environment, social perception, academic self-perception and perception of students on faculty members. The majority of the students (97.1%) were using smartphone for attending virtual classes, ranked online lecture supported by a screen shared PowerPoint as the best virtual teaching method with a weightage of 278 and 3 hrs/day was the comfortable screen time mentioned by 50 percent of the students. About 95.7 percent of the students perceived that a real class environment helps in good understanding than an online learning environment. The majority (87.2%) stated that learning in isolation is not exciting. Less than half (44.10%) of respondents expressed satisfaction, while 55.90% of the respondents expressed dissatisfaction towards virtual classes.
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The novel Corona Virus (COVID-19) has created significant challenges in the teaching, learning and evaluation process. The pandemic has significantly disrupted the school education across the country especially in the state of Assam. The process of teaching, learning as well as assessment methodologies are severely affected by this pandemic situation. Only a handful of private schools could adopt online teaching methods. On the other hand, government schools and few private schools especially in rural areas have been completely shut down for not having access to the e- resources. It is a great challenge to keep children's education on the track while they are staying indoors. Hence, the investigators attempted to examine the present status of teaching, learning and evaluation in the secondary schools of Assam. Further, an investigation has also been done to find out the problems faced by the students in practicing online classes in rural areas. Lastly, the paper tries to find out the challenges faced by the teachers and parents during the pandemic period. The study has been conducted in the Barkhetri Block of Nalbari district, Assam. From the study it has been found that the secondary school students in rural areas are facing lots of problems in practicing online classes. The teachers and parents also faced lots of incongruities to keep their children active in the learning process similar to the regular classroom teaching activities.
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Education, with the prime objective of teaching and learning, is defined as the facilitator of learning. Teaching process can be made effective in various ways while one of the most effective ways is the interaction between teacher and students in a class. So, this study is basically trying to analyse the effectiveness of online teaching-learning process during this pandemic of Covid-19 as the entire education system has moved from traditional learning environment to this virtual or online mode. The results of the study portray the ground reality of this mode as all are forced to adopt this mode due to the prevalent situation and as no one is used to it. Almost all students are having negative experiences regarding this mode and majority of them prefer offline mode of learning than the online mode due to various reasons such as poor network, no interaction between teacher and students and health related issues etc.
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The COVID-19 epidemic has become a game-changer in the field of teaching. In most schools, emphasis is on introducing new online teaching methods because of which we are seeing a lot of positive things happening in the education sector, and there might be very few things more exciting than the flipped classroom. Free from the restrictions of the classroom lecture, the flipped classroom encourages students to follow individual learning speed and gives them an extended opportunity to think and interact objectively. Active learning via the flipped classroom and access to digital course material through the Internet brings productive education that benefits both students and teachers. A study was conducted by the undersigned to assess the effect of flipped classroom learning (F.C.L.)strategy on the self-efficacy of school students at the elementary level. Flipped classroom approach was compared to the traditional lecture method through quasi-experimental research. Fifty students ranging from grade eight were assigned to the control and experimental groups. The study revealed an overall increase in students' self-efficacy along with a promising increase in the Self-Confidence and Positive Attitude of the students. It shows that in the future also we will have to offer blended flipped methodologies that seemingly integrate face-to-face and online teaching for learning to be more flexible and logical.
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This research aimed to analyze the impact of remote activities on the Physical Education courses at the University of the Region of Joinville/SC - Univille, during the pandemic period. The method adopted for the investigation was descriptive and transversal. A total of 110 students participated in the study, all of them from the Physical Education undergraduate courses at Univille. As a research instrument a questionnaire was used, organized in the Google Forms.. platform, composed of 12 affirmative questions, in the Likert Scale model for measuring the answers. The questions were organized into three categories: Learning, Professional Path and Intrinsic Recognition. The data after being collected were organized for statistical treatment in the SPSS.. 16.0 program. After determining the normality of the data distribution, using the Kolmogorov-Smirnov test, Pearson's correlation test was applied and p-values<0.05 were considered significant. When performing the statistical analysis in each category, the results revealed five significant moderate linear associations. One in the "Learning" domain (p-value<0.002), two in the "Professional Path" (p-value<0.0003 and p-value<0.003), and two in the "Intrinsic Recognition" (p-value<0.005 and p-value<0.002). For the analysis between categories, seven moderate correlations were found. Two in the "Learning and Professional Path" component (p-value<0.004 and p-value<0.002), three in the "Learning and Intrinsic Recognition" (p-value<0.005, p-value<0.004 and p-value<0.001), and two in the "Professional Path and Intrinsic Recognition" with the same value (p-value<0.003). Given the evidence found, it was possible to verify through the predominance of significant linear associations, that remote activities hindered the teaching-learning process for students of Physical Education courses, during the pandemic.
ABSTRACT
Learning is one of the process of to understand a knowledge, behaviors, skills, values, attitudes, and preferences. Learning is the by birth process and Human start a LEARNING AT birth or might even before the birth also. and it will continues until the death.as a consequence of ongoing interactions between people and their environment. Learning is a important factors of any success. Without learning we can't alive, all the things now a days are change very fast if we are not aware about the new updates through the learning so maybe we have to lose the opportunities so we all need to have up-to-date knowledge and skills. Virtual learning is a different environment in educational technology, it is a web-based platform as per the courses and the environment's. Virtual learning uses new technologies for to improve the learning process rather than the Black board methods. Virtual learning provide the platform to the learners for better learning and it will allows members to choose about what they have to learn, when they have to learn, as per the choices of the own developments. The novel coronavirus COVID-19 has stop the regular activities of the individuals, its interrupt and total cessations of the classroom teaching and losses of the chance of the learning, schools and college managments not have enough time to wait due to pandemic and Universities examination not postponed for the longer periods so In this situation only the distance learning, e-learning and virtual learning is only the way to communicate the knowledge from the one person to the all. i.e (Teachers to students). The Virtual Learning is totally different from the traditionally teaching and it will be chance to fails in the virtual teaching. Pandemic situations are allow to the teachers to develop the new tools for the learning but that it should be used in the proper and comfortable manner. Hence the Virtual learning plays a vital role during the COVID conditions for better leraning, updating a knowledge and skills.