Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

Some observations on remote delivery of eye-movement desensitisation and reprocessing to people with intellectual disabilities

It is increasingly recognised that many people with intellectual disabilities suffer from post-traumatic stress disorder (PTSD). Eye-movement desensitisation and reprocessing (EMDR) has been proposed as a potentially helpful intervention that is less reliant on verbal skills than other effective treatments for PTSD and therefore could be more effective than verbal interventions for people with intellectual disabilities. The Trauma-AID project is a randomised clinical trial (RCT) evaluating the effectiveness of a bespoke EMDR protocol for adults with intellectual disability and PTSD, which incorporates a prolonged phase of Psycho-Education and Stabilisation (PES) prior to the trauma confrontation phase of EMDR. The COVID-19 pandemic struck during the feasibility phase of the Trauma-AID project, necessitating a second feasibility study to evaluate the acceptability and feasibility of remote or hybrid delivery of the PES + EMDR protocol. To this end, we conducted two online surveys of therapists followed by interviews with clients, carers and senior therapists. The surveys were analysed descriptively. Content analysis was used for client and carer interviews, and framework analysis for therapist interviews. All stakeholders reported positive experiences of EMDR;however, some challenges were identified. The majority of clients, carers and therapists interviewed reported that the intervention, whether PES alone or the full PES-EMDR package, had improved symptoms of PTSD and psychological well-being, and carers also reported decreases in challenging behaviour. A full account of the data is provided in four Supplementary Digital files. PES-EMDR therapy appears both feasible and acceptable for clients with intellectual disabilities and therapists, whether delivered face-to-face or in a remote or hybrid mode, though remote working appears easier for the PES phase than the EMDR phase of the intervention. © 2023 The Authors. Journal of Policy and Practice in Intellectual Disabilities published by International Association for the Scientific Study of Intellectual and Developmental Disabilities and Wiley Periodicals LLC.

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Purpose: This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience. Design/methodology/approach: The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area. Findings: The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively. Originality/value: The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus. © 2022, Gavin Baxter and Thomas Hainey.

Some observations on remote delivery of eye‐movement desensitisation and reprocessing to people with intellectual disabilities

It is increasingly recognised that many people with intellectual disabilities suffer from post‐traumatic stress disorder (PTSD). Eye‐movement desensitisation and reprocessing (EMDR) has been proposed as a potentially helpful intervention that is less reliant on verbal skills than other effective treatments for PTSD and therefore could be more effective than verbal interventions for people with intellectual disabilities. The Trauma‐AID project is a randomised clinical trial (RCT) evaluating the effectiveness of a bespoke EMDR protocol for adults with intellectual disability and PTSD, which incorporates a prolonged phase of Psycho‐Education and Stabilisation (PES) prior to the trauma confrontation phase of EMDR. The COVID‐19 pandemic struck during the feasibility phase of the Trauma‐AID project, necessitating a second feasibility study to evaluate the acceptability and feasibility of remote or hybrid delivery of the PES + EMDR protocol. To this end, we conducted two online surveys of therapists followed by interviews with clients, carers and senior therapists. The surveys were analysed descriptively. Content analysis was used for client and carer interviews, and framework analysis for therapist interviews. All stakeholders reported positive experiences of EMDR;however, some challenges were identified. The majority of clients, carers and therapists interviewed reported that the intervention, whether PES alone or the full PES‐EMDR package, had improved symptoms of PTSD and psychological well‐being, and carers also reported decreases in challenging behaviour. A full account of the data is provided in four Supplementary Digital files. PES‐EMDR therapy appears both feasible and acceptable for clients with intellectual disabilities and therapists, whether delivered face‐to‐face or in a remote or hybrid mode, though remote working appears easier for the PES phase than the EMDR phase of the intervention. [ FROM AUTHOR]

Comparing Course Outcomes of Hybrid Delivery with Classroom-based Instruction in an Introductory Engineering Management Course

An undergraduate engineering management course for engineers was strategically implemented to allow greater agility through a hybrid delivery approach given the disruption and uncertainty of the COVID-19 pandemic. The course reaches approximately 100 students per semester with the redesign focused on activity-based learning and increased flexibility. The goal was to provide a learning environment capable of agile delivery in the face of changing conditions while still meeting ABET learning outcomes. Results from sections from 2020 revealed strong student satisfaction, but no quantitative assessment was completed to determine how progress in learning outcomes compared to traditional classroom-based lectures. This research compares cross-sectional, preliminary performance in measured ABET outcomes between the hybrid section with a traditional classroom-based section. Sections from Spring 2020 through Fall 2021 are used in the comparison. End of course surveys and assessment data were also used to evaluate student satisfaction and inform future iterations for both courses. Hybrid delivery included expanded use of team case analyses, course pack activities covering concepts and terms, and increased summative assessments. The classroom-based section employed in-class clicker-based activities, formalized lectures presenting concepts and terms, and traditional exams. Mid-semester feedback mechanisms were used as part of the Hybrid course design and implemented as appropriate for the final half of the relevant semester. Results show that ABET thresholds were met for both hybrid and classroom-based delivery methods, with no notable differences. Student satisfaction as evidenced by end of course surveys was higher for the hybrid delivery section, with similar response rates. Enrollment in the hybrid section was higher when both formats were offered concurrently. Future work will consider longitudinal analysis of learning outcomes as well as student preferences in non-pandemic conditions. Lessons learned from hybrid delivery will also be considered for use in classroom-based environments. © American Society for Engineering Education, 2022.

Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery.

The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11-16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens' social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training.

Development of Hybrid Laboratory Sessions During the COVID-19 Pandemic

This paper presents the hybrid delivery method of a laboratory experiment at the Stability Wind Tunnel of Virginia Tech to some 170 students during April 2020, which can be considered the early stages of the COVID-19 induced lockdown. The steps of converting the hands-on labs to hybrid labs are presented in detail. Namely, a videoconferencing tool was used to (i) stream the instrumentation used, (ii) provide live video feed, and (iii) to interact with the students. Labs began with a remote tour of the facility, whilst the presence of an expert-at-a-distance added key value to the labs as it enhanced students conceptual understanding via verbal interaction. The experiments were then performed by laboratory personnel while student’s engagement was kept high via the teleconferencing session. At the end of the two-week laboratory campaign, the students provided feedback of the laboratory sessions via an open-ended and closed-ended survey. They highlighted the added value of expert-at-distance, the live video feed, and the ability of working with instructors. While their feedback was rather positive, students showed a strong preference toward hands-on laboratories. Overall, the methodologies presented here can be considered a relatively low-cost method to upgrade hands-on laboratories to hybrid or remote labs. © 2022, Advances in Engineering Education. All Rights Reserved.

Creativity and the Trauma of COVID‐19: How do Foundation Level Art and Design Students Navigate a Liminal Journey during a Pandemic?

This article explores the impact of COVID‐19 on the physical learning spaces of art and design students to consider how this has informed and influenced the creative process, emotional resilience and engagement with learning during this difficult year of restrictions. More specifically, it draws on the experiences of students in a Foundation Art and Design programme in a Further Education college in the North of England as a case study. As a transitional year between Further Education (FE) and Higher Education (HE), this programme is designed to be transformative in terms of theoretical knowledge, practical skills and shaping student identities through ‘becoming’ creative practitioners. Concepts of liminality and liminal spaces provide a lens through which to offer an account of the nature and scope of these transformative experiences over the past year. As an accidental ethnography (Levitan et al. 2017), aspects discussed suggest that whilst COVID‐19 had a significant negative impact on the experiences and progression of this cohort of students, there have also been many positive outcomes suggesting that this particular programme has maintained its transformative ambitions. [ FROM AUTHOR] Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell 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.)

TAKING RISKS-ADAPTING the AALBORG PROBLEM BASED LEARNING MODEL in A NEW FIRST YEAR ENGINEERING DESIGN CURRICULUM

An introduction to design for first year engineering students contains many facets. Students are expected to learn and demonstrate their knowledge of design processes, drawing, and computer-aided-design. In a new interdisciplinary design unit, students were given an ongoing individual design project which assessed their understanding of design, as well as competencies and skills in using their drawing, computer-aided design (CAD) and programming skills - they were also introduced to design through a design challenge that enhanced their individual and collective learning run in partnership with Engineers without Borders. This paper discusses the challenges of not only delivering such an ambitious model to first year engineering students from multiple disciplines-but the online and face-to-face teaching delivery that had to be implemented under Covid-19 restrictions. This paper documents a challenging year for all design educators, with significant uncertainty and rapidly changing circumstances. The conclusions of the paper are that Problem-Based Learning alone may not be suitable for engineering teaching in the first year of study, and with students who are getting to grips with blended learning and self-directed study. A hybrid model of problem and project-based learning may be more adaptable to different learning styles. If Problem-Based Learning is solely to be used it should place more emphasis on team work rather than individual competencies. Further work is to be explored in hybrid or hyflex online and in-class teaching to make the most out of activities linked with Project and Problem-Based Learning. © PDE 2021.