Teaching and learning modalities for continuing professional development in the long-term care: A rapid synthesis review.

AIM: To describe the various teaching and learning modalities for the delivery of Continuing Professional Development activities for health care professionals in the long-term care sector. BACKGROUND: Continuing Professional Development is a key activity that organisations undertake to achieve effective workforce planning, recruitment, retention and upskilling strategies in long-term care settings. During the Covid-19 pandemic there was a rapid move to online modalities of Continuous Professional Development, but there is a paucity of evidence in relation to their effectiveness compared with face-to-face, or in-class learning. DESIGN: A rapid synthesis review. METHODS: MEDLINE, CINAHL and HEALTH BUSINESS ELITE databases were used to identify relevant articles that were published between 2016 and 2022. Original studies of any design investigating Continuing Professional Development activities, with or without a comparison between interventions or activities were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed. The Kirkpatrick model was adopted as a globally recognised method for evaluating training programmes. RESULTS: After a full text analysis, 34 papers were included in the review. Face to face was the most common method of delivery followed by online, while blended (a mix of face-to-face and online delivery) was the least common method used. The teaching modalities were not associated with specific learning contents, but were used for a range of content. Most studies obtained positive outcomes following implementation of the educational interventions. Kirkpatrick Level 4 (results) was the most commonly measured outcome. CONCLUSIONS: While blended learning was the least common method of delivery, it was found to be more beneficial for learners than face-to-face or online exclusively. There are now new spaces to learn and new technologies that allow us to 'reimagine' where, when and how we teach. This requires Continuing Professional Development providers to design and tailor their courses according to health professionals' learning needs and the clinical contexts where they work. We recommend that Continuing Professional Development providers involve employers when designing teaching and learning activities for Long Term Care workers, to decide which modalities enable effective knowledge translation.

Digital Global Classroom, a Collaborative Online International Learning (COIL) Approach: An Innovative Pedagogical Strategy for Sustainable Competency Development and Dissemination of SDGs in Engineering Higher Education

One of the most popular strategies to develop skills such as collaborative work, critical thinking, and problem-solving is the application of Collaborative Online International Learning (COIL), in which Professors from at least two universities from different countries and cultures develop a period known as "Global Classroom” (GC) in which, through the Challenge-Based Learning (CBL) approach, they solve a real challenge, using digital communication tools. This study held four-week global courses between groups from the Tecnológico de Monterrey in Mexico and groups from the Corporación Universitaria Minuto de Dios in Colombia. The challenges were related to two fundamental issues in sustainability: 1) Management of natural resources and climate change and 2) Biomimetics. Students were able to solve the challenges, develop skills to communicate effectively through online interaction with people from different cultures and disciplines, and use technological tools that facilitate distance learning in multicultural virtual environments. Current teaching models involve active and experiential learning, developing soft and hard skills. The GC experience is a tool that allowed continuity in the preparation of students during the COVID-19 pandemic. The use of GC is available to those interested as a valuable tool to provide students with the opportunity to live sustainable international experiences and promote the Sustainable Development Goals (SDG). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Blended Learning: Indonesian EFL Learners Cognitive Pedagogical Strategy

This study aims to explore the implementation of proper language strategy in English learning within blended learning during the period of the COVID-19 pandemic. The research was conducted at Universitas PGRI Madiun in Jawa Timur, Indonesia. The location of the study is a non-major English class that is spread across two different faculties and departments that enable blended learning during the study. The subjects or participants of this study were the 70 students of primary education department and physical education and sports departments of Universitas PGRI Madiun. The method for analyzing the data included the data reduction and displaying, and drawing the conclusion. The authors discovered a theoretical and pedagogical gap from previous research. The research results show that students prepared and highly used cognitive strategies in learning English as described below: visual strategy (arranging Google meeting with lecturers and delivering material);verbal strategy (students ask questions to lecturers when students do not comprehend information);listening strategy (listening to lecturers' explanation in online class);writing strategy (participating in online pop quizzes);matrix strategy (having conversations with others). Moreover, students' respond towards their cognitive implementation within blended learning included step 1 (conveying the learning objectives that students want to achieve and motivating students to learn), step 2 (preparing the materials, inviting students to download the library materials), step 3 (explaining the materials and prepared materials), step 4 (forming students into groups), step 5 (guiding students to the presentation, inviting students to present discussion results);step 6 (confirming discussion results and presentation, giving a few questions to students associated with discussion and presentation and providing students with an opportunity to ask vague questions), and step 7 (evaluating groups and individual quizzes. © 2022 Authors. All rights reserved.

Strategies to reduce academic stress in postgraduate students in the distance education modality in times of COVID-19

The current context of a pandemic associated with a new remote educational modality has generated various effects on the world population. University students, and specifically postgraduate students, face various challenges to adapt to this new reality, which could generate certain levels of academic stress. This research of mixed nature sought, first, to determine the main frequencies of the dimensions of academic stress in 67 students of the master's degree in Education of a private university of Lima for which the Inventory of Academic Stress SISCO SV adapted to this context was applied. Secondly, it aimed to propose and evaluate strategies aimed at improving the psychological well-being of these students based on a focus group made to the students. In the initial findings, certain stressors perceived by the students were identified, such as the overload of tasks and works, the manner of evaluation of the teachers, and the perception about the limited time to do the works. In addition, among the most recurrent symptoms, are chronic fatigue, drowsiness or increased need for sleep, restlessness, and anxiety. From the application of strategies of an emotional and academic nature, there was an improvement in the perception declared by the students, which favored their psychological well-being. © 2022 IEEE.

On-site and Online Academic Performance During the Pandemic

This article analyzes the on-site and online academic performance obtained in a written communication course at a Peruvian university in the context of the COVID-19 pandemic. The methodology applied corresponds to Grounded Theory in data collected and codified through two procedures: the reconstruction of pedagogical strategies and the interpretation of quantitative data corresponding to learning outcomes. Despite the adverse context, it is concluded that the effective use of pedagogical approaches overcomes situational constraints. Moreover, it achieves similar learning outcomes in both face-to-face and online modalities. © 2022 IEEE.

Determining the Students' Preferable Learning Mode for both Traditional Classrooms Teaching Under Normal Situations and Forced Virtual Teaching in Quarantine Period

The Research to Practice Full Paper aims to determine the students' preferable learning mode for traditional classroom teaching under typical situations and forced virtual teaching in quarantine. Although many academic institutions have promoted online and distance education, face-to-face traditional classroom teaching has always been the dominant approach in the US. However, the sudden outbreak of the COVID-19 disease forced the academic institutions to convert the entire curriculum into a virtual method of teaching and learning. This drastic change in the educational system has dramatically impacted educators and students, and very little is known about the students' preferred teaching and learning mode. In this regard, the present study collected data from the civil engineering department at the University based on a questionnaire survey. A total of 337 students participated and responded to 18 multiple-choice questions. The questionnaire was divided into four parts: admission information, activity information, Fundamentals of Engineering Examination (FE exam) planning, and preferred teaching mode. The preferred teaching mode is further divided into 'Synchronous' that represents scheduled and live virtual engagements with students such as zoom meetings and ' Asynchronous', representing prerecorded lectures such as watching YouTube videos. This study performed two analyses to obtain precise results regarding: (1) online vs. traditional classroom learning, (2) synchronous vs. asynchronous learning. For this purpose, distinct tree-based methods, including bagging, boosting, and random forest were employed to investigate the significant factors that affect the students' choice of learning modes under different circumstances. The findings reveal that the activities such as participation in clubs or organizations, internships, or jobs, are the statistically significant factors that play a vital in the students' choice of teaching and learning mode under different situations. This study is expected to provide crucial insights for the academic professionals in adopting the teaching and learning modes that would substantially improve and enhance the quality of education.

The Teaching of Graphic Disciplines during the Covid-19 Pandemic

This article describes the research carried out in 2021, which aimed at investigating how professors of Drawing and Plastic Arts faced the challenges that arose during the period of social isolation, caused by the Covid-19 pandemic. There were 16 participants. The answers given to eight questions, submitted for analysis, revealed their initial difficulties and the didactic strategies they adopted. The investigation brought to light their mistakes and successes in an attempt to adapt to the online system. They also expressed what this experience meant to them and the expectations they had resuming in-person classes. Despite being a small group, the sample showed that the work carried out remotely was an opportunity for expressive learning.

Active Participation in Digital English Language Classes and Elements for Designing Pedagogical Strategies for Online Instruction During Covid-19

Pedagogical strategies which promote active participation are useful tools that teachers can employ to improve learning. This study aims to investigate whether active participation makes a difference in the performance of language learners and to explore pedagogical strategies for coping with the challenges to active participation when learning in a digital learning environment amidst the COVID-19 pandemic. The study group was composed of 100 students studying English online during the Spring semester of 2022. Roughly half of them (n=47) participated in classes real time while the other half (n=53) took them asynchronously by watching video recordings of the classes. The analysis of both groups’ test scores showed that there was a statistically significant difference between the students who were actively participating in the live classes via the platforms and those who instead received video classes. Moreover, three themes emerged that were associated with the active participation tasks: 1) interactivity 2) multimodality 3) teacher’s professional standards. Pedagogical strategies for encouraging active participation are discussed in terms of theoretical principles and a proposed model for incorporating such strategies when engaged in digital education. The study presents research limitations and suggests further exploration for the improvement of digital educational contexts for learning and teaching languages. © 2022, CALL-EJ. All rights reserved.

Application for Multi-Agent System: A Case of Customised eLearning

The whole world is completely upset because of the unexpected ejection of a lethal disease called Covid-19. Every single region is absolutely closed because of the effect of Covid. To prevent the unfold of this unwellness, everybody needs to maintain social distancing. Students are considered as the eventual fate of the country. To save the understudies from this infection the academic institute has begun internet educating and learning. Yet, giving information in online mode has become a testing task for understudies similarly as a tutor. Because of e-learning, customize learning has become vanish. To help intelligent instructing and learning systems an upgraded model is needed to boost the academic activities. This paper presents a style of projected model utilizing Reinforcement learning. The reinforcement learning (RL) approach provides effective pedagogical strategies for educating the learners with their interest in the subject. With the assistance of RL, the introduced model chooses the training difficulty level of scholars and recommends the student's understanding level to access the reading content. The proposed structure is planned in such a manner with the goal that the educator isn't needed to continually screen the understudy. Experimental results show that these approaches scale back the number of attentions needed from the teacher and enhance the training capability of understudy. The presented framework enhances personalized learning. © 2021 IEEE.

Learnings from distance schooling: strategies to prevent growing inequality in lower secondary schools in Vienna from a teachers’ perspective

Under the exceptional circumstances of Covid-induced phases of distance schooling, learning achievements are heavily dependent on students’ resources and the support they receive at home. Consequently, the risk of social selectivity and rising inequalities in educational performances is particularly high. This article analyses teachers’ strategies to counter learning losses and disadvantages during school closures. We investigate shifts in the perceived responsibilities of schools and parents as well as the development of students’ competences from the perspective of lower secondary school teachers in Vienna. Based on data from qualitative interviews, our results show that the comprehensive adaptations of content and methods in distance schooling also change the teachers’ understanding of their role and their relationship to the learners. © 2022, The Author(s).

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19.

This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings.

Pedagogical strategies in virtual learning environments in times of the Covid-19 pandemic

The need to guarantee the continuity of the educational service during the Covid-19 pandemic has generated various ways of innovating in education, changing the pedagogical practices of teachers. In this sense, the objective of the research was to implement virtual pedagogical strategies that allow students of basic and secondary education in Colombia to continue their learning from home, focused on the achievement of educational objectives and their integral development. The methodology used was the action research method, with field design, as a technique indirect observation and the interview were used, as an instrument for collecting information the semi-structured interview, the inclusion criteria of the student population and teachers were based on resources connectivity to the internet, in technical and technological skills, reaching the following conclusion: The application of pedagogical strategies in virtual environments, such as activity guides and workshops through Information and Communication Technologies, generated a positive school environment and relationships of peaceful coexistence, guaranteeing the teacher and student interaction in a synchronous, as well as asynchronous way, improving the teaching-learning processes, as well as their academic performance. © 2021,Revista de Ciencias Sociales. All Rights Reserved.