ABSTRACT
Social distancing requirements urged by the COVID-19 pandemic along with high transportation cost reduced inperson meetings significantly in recent times. In consequence, many people are seeking for virtual reality (VR) to feel a similar experiences of visiting and enjoying places that are unaccessible. VR has immense success in domains, such as automotive industry, healthcare, tourism, entertainment, sports etc. It is observed that traditional online synchronous and asynchronous class structure is not quite effective in engaging students in class participation and discussion. Therefore, we introduce a novel VRbased class structure that will simulate the classroom environment for students participating a class virtually. We equipped the classroom with several internet of things (IoT) devices that collects information from the classroom, analyze those information, and determine some interesting information to display for the students participating the class virtually. We design a classroom prototype and validate the prototype with simulation. The result of the simulation shows that such a VR-based classroom model is feasible and can introduce in classrooms. © 2023 IEEE.
ABSTRACT
This paper describes the implementation of a hybrid platform for experimental activities in engineering courses. The proposed platform can be used as a remote or face-to-face laboratory;it may also be ideal for the new normal after the Covid 19 pandemic. The proposal has the purpose to help engineering teachers to build this hybrid laboratory without specialized knowledge, requiring little time for its implementation and practically no economic investment. To validate the proposal, the process to build the course of a hybrid laboratory for Control System course is described in this paper, which is expected to have experimental activities within the university and from home. After the implementation, the full functionality of the laboratory will be carried out both in its remote and face-to-face format. © 2023 IEEE.
ABSTRACT
The SARS-CoV-2 pandemic forced educational institutions worldwide to deploy virtual and hybrid classes as a unique option to continue with the teaching-learning process. However, these modalities imply important efforts on the part of teachers, students, and administrative staff to ensure the teaching-learning process quality. Considering the above, this research work carries out a qualitative interdisciplinary analysis using the focus group technique intending to determine the perceptions, challenges, trends, and trade-offs of the virtual and hybrid modalities during and after the SARS-CoV-2 pandemic. Our analysis involves various disciplines (e.g., pedagogical and andragogical, social-economic, ergonomic, educational technology, and product & service innovation perspectives). As a result, some particular findings of each perspective are shown. The results of this research work can help the body of technical knowledge related to the curricula design at different educational levels to increase the efficiency of hybrid and virtual classes. Finally, this research work has some limitations, therefore the findings presented are suggestive rather than definitive. © 2022 IEEE.
ABSTRACT
The purpose of this study is to analyze the effect of applying a flipped-learning class designed for the purpose of strengthening major competency through basic nursing practice education for nursing students. The study was designed as a single-group pre-post-mortem study. A total of 36 subjects were studied, and online and offline hybrid-type classes were offered from October 5 through November 13, 2020, with a flipped-learning class model that applied the 'PRTER' model modified to fit the practice model to strengthen basic nursing practice competency. In order to confirm the effect of the study, self-directed learning ability, critical thinking tendency, and core nursing skills performance ability (transfusion nursing, tracheostomy tube management) were checked before and after the experiment. The collected data were analyzed using the SPSS Win version 26.0 program to analyze the general characteristics and dependent variables with descriptive statistics such as frequency and percentage and paired t-test. As a result of the study, self-directed learning ability (p<.05), critical thinking dispositions (p<.01), and core basic nursing skills performance (p<.001) were significantly improved. The results of this study are meaningful because the flipped-learning teaching and learning model was introduced to the unstable class environment caused by COVID-19, thereby engaging learners as active participants in education, and strengthening their practical competency. © 2022 The Authors. Published by IASE. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
ABSTRACT
Purpose: Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers’ acceptance of online teaching because the models were originally created for the consumer perspective. This study aims to bridge this gap by integrating existing (quantitative) research with (qualitative) reasoning. Design/methodology/approach: This study reflects online and hybrid teaching acceptance by reviewing exemplary existing research using UTAUT2 as the conceptual framework. Findings: UTAUT2 TAMs use a broad range of criteria that do not immediately agree with university lecturers’ acceptance of online teaching. This study finds that existing research results are inconclusive and attempts to link criteria when suitable. Performance expectancy should not only encompass individual attitudes and skills but also the nature of the subject taught. Social influence is driven by recognition and student evaluations. Hedonic motivation best fits the elsewhere well-researched concept of intrinsic motivation. This study suggests that universities choose their online teaching technology wisely, promote its ease of use and offer training as well as continuous support to lecturers, especially when addressing future uncertainties. Originality/value: This study explains the implications of using TAMs for research of higher education online teaching. Potential reasons and arguments for the inconclusiveness of the studies reviewed are discussed, and measures for university policy and communication improvement are suggested. © 2022, Emerald Publishing Limited.