ABSTRACT
Climate change is an extremely complex challenge characterized by its systemic nature and deep uncertainties. Thus, finding solutions requires a continuing and constructive dialogue between the research community and a wide range of stakeholders from governments, non-governmental organizations, civil society, international organizations, industry, businesses and financial institutions. The ENGAGE project (https://www.engage-climate.org/) is advancing knowledge co-production through an iterative process of stakeholder engagement with two main streams: (i) stakeholder co-design and assessment of global decarbonization pathways and (ii) stakeholder dialogues on national policies and pathways. Both the global and national stakeholder processes are designed to inform multiple project activities, including: conceptualization of feasibility and assessing the feasibility of decarbonization policies and strategies;decarbonization pathway development using integrated assessment models and considering both feasibility and equity;and assessment of the relative importance of climate change impacts vis-à-vis potential co-benefits. With the start of the COVID-19 pandemic 6 months after the beginning of the project, all of the stakeholder engagement activities had to be organized as online events. Between March 2020 and April 2022, 5 online workshops were organized, two at the global level and 3 at the regional/national level. This paper documents how the challenges of effectively engaging stakeholders in a co-design and dialogue process in an online setting have been met through a process of evaluation and learning that led to the introduction of new approaches and tools to support an inclusive exploration and development of low-carbon transition pathways. We show that a combination of interactive visualizations, open channel surveys and moderated breakout groups are particularly useful tools for online stakeholder engagement. The learning that has taken place through the use of these tools is demonstrated with reference to both the research team (e.g., learning about stakeholders' views on the feasibility of decarbonization pathways) and the stakeholders (e.g., learning about experiences in other countries in dealing with the challenges of decarbonization). The results of using these tools have been used within the project in the design of new decarbonization pathways using integrated assessment models, in the development of a framework for feasibility assessment and in increased attention to socio-economic drivers of change. We conclude that despite several advantages of online engagement, such as the expanded geographical coverage and reduced CO2 emissions, the need to keep online meetings short means that important elements of face-to-face meetings cannot be included. Online activities cannot completely replace physical meetings when dealing with complex issues such as climate change. Copyright © 2023 Jäger, Brutschin, Pianta, Omann, Kammerlander, Sudharmma Vishwanathan, Vrontisi, MacDonald and van Ruijven.
ABSTRACT
In the current society, mobile devices have become common in modern culture along with which the Internet transcends time and location constraints to become a widespread learning tool. This gave rise to digital learning which reached a new peak due to the recent COVID-19 pandemic. Not every student has the same learning opportunities. In order to make education more egalitarian, effective policies and programs must be implemented-And perhaps your unique data analysis could assist disclose the solution. Current research indicates that educational outcomes are far from egalitarian. The COVID-19 epidemic aggravated the imbalance. There is an immediate necessity for a higher standard of acknowledgement and quantify the range and impact of COVID-19 on the mentioned partisanship. This paper aims to understand the digital learning trends in the current times and visualize the inclination towards the use of different online learning tools. © 2022 IEEE.
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The COVID-19 pandemic has led to dramatic changes in education triggering a sharp increase in the adoption of e-learning, whereby teaching is carried out remotely via digital platforms. Computer-based learning systems offer benefits by increased flexibility about place, time and learning pace. In addition, these platforms tend to be far more interactive with respect to language instruction compared to traditional learning settings. Still, there is an evident lack of empirical research on the various challenges and learning metrics e-learning methodologies exposes. While approaches exist to measure the learning progress of students in e-learning environments, practical comparisons and analysis of different learning scenarios and its obstacles are still rare. This paper explicitly addresses this gap by surveying the practices and challenges involved in using selected synchronous online tools and discussing the feedback of students and teaching staff during the prolonged periods of online-teaching. The results presented here, albeit limited, strongly suggest that language students tend to regard online-teaching very positively. While the possibility of staying at home and the increased schedule flexibility were clearly seen by a majority of our participants as an advantage, the lack of in-person contacts and recurring technical problems, were often cited drawbacks. Instructors, on the other hand, consistently mentioned the lack of student discipline and insufficient IT knowledge as their major challenges in using synchronous online-teaching. While, we do not claim that the results are applicable to other learning fields, we point out which factors influenced the learning experience most and suggest possible ways for successful e-learning. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students' acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers' perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools' own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period. © 2022, Kazan Federal University. All rights reserved.
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Aim: This study aims to determine the effects of online tools and instructional methods used in distance education on the motivation and attitudes of nursing students. Material and Method: This descriptive and cross-sectional study was carried out with 280 students studying in the nursing department of a university in Turkey. Data were collected between March and June 2021 through Google docs, including the Demographic form, The Instructional Materials Motivation Survey, and The Attitude Scale towards Distance Education. Results: It was found that the satisfaction of nursing students from distance education (5±2.42), their motivation for instructional materials (81.50±15.92), and their attitudes towards distance education (98.96±20.32) were at a moderate level. Among instructional methods of distance education, video assignment was found to have a significant relationship with motivation for instructional materials (t=2.534, p=0.012), and case study was found to be significantly correlated with the attitude towards distance education (z=-2.262, p=0.024). The attitudes of students towards distance education were found to be positively correlated with their motivation for instructional materials (r=0.521, p=0.000), age (r=0.158, p=0.008), satisfaction (r=0.665, p=0.000) and grade (r=0.154, p=0.010). They were found to be negatively correlated with online class hours (r=-0.129, p=0.031). Conclusion: The results of this study showed that the students' attitudes towards distance education were more positive as their motivation for instructional materials, age, satisfaction, and grades increased, and their attitudes were more negative as their online class hours were prolonged. (English) [ FROM AUTHOR]
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This paper presents findings on research-based interventions that were employed as part of a semester-long PDSA (Plan-Do-Study-Act) cycle at Davis & Elkins College (D&E) aimed at decreasing math anxiety while increasing student achievement on high-stakes standardized assessments with a focus on growth mindset and productive struggle. Based on data from 2015-2018, the success rate of preservice elementary teachers (K-6) on the mathematics portion of the Praxis Core Academic Skills for Educators exam was approximately 30% on first attempt at D&E. Drivers of this problem of practice include the attitudes, beliefs, and mindsets of test takers. Often, students who have a history of negative experiences in mathematics suffer from a cycle of math anxiety involving a lack of confidence and avoidance of mathematics. Due to the COVID-19 pandemic, students were enrolled in online courses and the interventions included two free online courses: Stanford University's How to Learn Math: For Students and Khan Academy's Praxis Core Math. The interventions aimed to enable students to experience a more positive, productive cycle of math achievement. Results indicate that these methods were more helpful for some groups of students than for others. The characteristics of each group are noteworthy for future study. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Introduction: The usage of a flipped classroom to instruct medical students is becoming more common. During the COVID-19 epidemic, this method of teaching and learning proved to be effective. This study aims to analyse the knowledge gained and perceptions of medical students who were taught pharmacology in a flipped classroom utilising online tools. Methodology: A total of 50 second-year medical students took part in the research. Local anaesthetics and adverse drug reactions were the two topics covered in the flipped classroom. A few weeks before the session, pre-reading materials were distributed, which included voice-over PowerPoint videos and AMBOSS links. Students were given pre and post-tests using Microsoft forms to assess their knowledge gained during the face-to-face session. Higher-order thinking questions were uploaded as a Kahoot session, and the questions were also posted using Microsoft PowerPoint in an interactive session. A validated questionnaire was used to collect feedback, and the responses were graded on a 4-point Likert scale. Descriptive statistics were used to analyse the data. Results: There were 18 females and 32 males among the 50 students. The students’ average age was 21.4 ± 0.6 years. When the pre and post-test scores were compared, statistically significant results were obtained (P-value.000). The students had a favourable attitude about flipped classrooms. Most students said that the flipped classroom increased their understanding of the subject (mean score 3.760.44). They also thought the flipped classroom was a fun way to learn (mean score 3.710.47). The overall perception of the flipped classroom was excellent (53%). Conclusion: The knowledge gained by the students during the flipped classroom session in pharmacology was significant. The students had a favourable opinion of the flipped classroom method of teaching pharmacology. © 2022. International journal of online and biomedical engineering. All Rights Reserved.
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In the wake of the COVID-19 pandemic, the education sector has been disastrously affected. The quality of education has been severely deteriorated due to lockdown, cancellation of exams, social distancing, and shutting down of colleges and schools. However, it is noteworthy that the digital education has played a significant role by infusing creativity and innovation in the teaching pedagogy. The paradigm shift from offline to online classroom has been revolutionary in multiple ways. The advent of MOOC courses, ReadAloud, Accent Rosie, TeachVid and other innovative online tools has not only redefined learning for the students, but it has also strengthened the most difficult area of learning in foreign languages, i.e., listening skill. Undoubtedly, the digital era of learning has bolstered the teaching capabilities. However, it has raised a flurry of questions with regard to accessibility, affordability, psychological effects, family commitments, and isolated learning. This paper attempts to explore the opportunities and challenges in the foreign language courses that surfaced due to COVID-19. It also highlights the effective steps taken by various other countries to enhance the quality of education in digital era and how they can be integrated in our pedagogy. Lastly, it offers some suggestions and reforms to be incorporated in the foreign language courses to improve the online learning process.
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Covid-19 pandemic forced academic Institutes to switch from 100% offline to 100% online delivery mode in very short amount of time. Most of academic Institutes were not ready for this change in terms of required faculty training. Also many Institutes lagged essential computing hardware, software, and Internet bandwidth support for effective implementation of ICT based education. Due to pressure from apex bodies like AICTE, peer Institutes, students and parents almost all academic Institutes started implementation of the online academic delivery in hurry. However, this unprepared start caused increased level of frustration among students and faculty community. Very soon a need of effective implementation of online academic delivery was recognized by the different Institutes. The paper presents how our Institute implemented and ensured effective implementation of online academic delivery using Innovative Practice League (IPL) competition. The paper explains methodology adopted by the Institute in details for improving quality of online academic delivery. The Institute undertook various initiatives at faculty-level, department-level, and Institute-level for the same;the paper discusses the same in details. The paper also presents details of IPL competition and discusses how IPL helped to have awareness of quality issues related with online academic delivery. © 2022, Rajarambapu Institute Of Technology. All rights reserved.
ABSTRACT
The use of technology in part-time Jewish schools during the pandemic and beyond has, with few exceptions, been limited to Zoom, a communications platform that works best for frontal teaching and small group discussion. This study focuses on two Jewish educators whose Technological Pedagogic Content Knowledge enables them to deploy a variety of online tools that promote student-centered learning. The teaching exemplars we highlight show what is possible when educators go beyond Zoom, utilizing sophisticated software to engage students in the interpretation of a Biblical text and lively, interactive tefillah.
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In recent years, the field of music therapy (MT) has increasingly embraced the use of technology for conducting therapy sessions and enhancing patient outcomes. Amidst a worldwide pandemic, we sought to examine whether this is now true to an even greater extent, as many music therapists have had to approach and conduct their work differently. The purpose of this survey study is to observe trends in how music therapists from different regions around the world have had to alter their practice, especially in relation to their use of technology during the COVID-19 pandemic, because of limited options to conduct in-person therapy due to social distancing measures. Further, the findings aim to clarify music therapists' perspectives on the benefits and limitations of technology in MT, as well as online MT. In addition, this survey investigated what changes have been necessary to administer MT during COVID-19, in terms of virtual therapy and online tools, and how the changes made now may affect MT in the future. We also explored music therapists' views on whether special technology-focused training might be helpful to support the practice of MT in the future. This is the first survey, to our knowledge, to break down opinions of and trends in technology use based on geographical region (North America, Europe, and Asia), and several noteworthy differences were apparent across regions. We hope our findings provide useful information, guidance, and a global reference point for music therapists on effectively continuing the practice of MT during times of crisis, and can encourage reflection and improvement in administering MT.
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PURPOSE: Residency programs in the medical education field are considered the keystone in the development of aptitude and skills required for practice. With the worldwide current scenario of the COVID-19 pandemic, there has been a shift in the paradigm especially in the teaching of the residents from face-to-face classes to more and more online sessions. The purpose of this study is to present a compendium of knowledge-providing sites, smartphone applications (apps), YouTube channels, and podcasts that can provide better online resource management for students in the field of orthopaedics. METHODS: Search terms were used for making a list of various online resources which can be of help during orthopaedic residency. An initial list of the selected websites, smartphone apps, podcasts, and YouTube channels was made. The corresponding author with years of teaching experience and faculty for post-graduate and fellowship training programs then selected the final list. RESULTS: A list of 16 websites with brief points on their content and online address along with the availability of free or paid content was identified as being appropriate. A total of 39 apps available for android/apple smartphones, nine podcasts, and 11 YouTube channels were also identified as being extremely useful and have been discussed elaborately in this article. CONCLUSION: Online educational tools are of immense importance in imparting adequate knowledge to an orthopaedic resident and act as an adjunct to conventional teaching methods. This article focuses on presenting various online educational resources in a simple yet concise way, which may be beneficial for the current generation of residents especially in this current time of unprecedented COVID-19 pandemic.