Teaching quantitative and non-quantitative courses: Online and remote delivery during the COVID-19 pandemic

This paper presents the experiences and perspectives of two Yorkville University faculty members teaching quantitative and non-quantitative courses to BBA students remotely and online during the COVID-19 pandemic. The authors discuss new issues faced while teaching online during the crisis. Most universities have shifted their existing courses to the online remote mode of delivery without making any changes to the course design. This study examines teaching differences for quantitative and non-quantitative courses online with a view to make recommendations based on our teaching experiences for transitioning such courses to remote synchronous delivery online. This paper also explores new methods that have been applied during online teaching while conducting different assessments (e.g., quizzes and exams). The authors share their challenges and issues based on two specific courses - Statistics for Business and Introduction to Marketing, which are typical examples of quantitative and non-quantitative courses. The paper suggests teaching approaches and how to conduct assessments online for these types of courses. These recommendations invite further discussion and research into online teaching. © Springer Nature Switzerland AG 2021. All rights reserved.

Polish teachers of early education in the face of distance learning during the COVID-19 pandemic-The difficulties experienced and suggestions for the future

Over 1.5 billion children from around the world were affected by school or university closures during the early phase of the COVID-19 pandemic in 2020 and distance learning was introduced for many pupils. The article presents the results of a survey conducted among Polish teachers of early education (N = 239), which aimed at answering an important question: To what extent and in what ways did Polish teachers cope with distance learning during the pandemic? The results of the survey revealed the many problems that teachers faced during 'remote education'. It was found, that in some cases: there was a lack of information technology equipment in the pupils' homes, a lack of communication with the pupils and their parents, a lack of motivation among pupils, and health problems had begun emerge amongst children. Nonetheless, teachers noted some positive aspects of this form of education, which enabled them to conduct classes during the pandemic. It was noted that many teachers indicated that the experience they had gained in remote working provided important indications for the further development of distance learning approaches with young children that may help to ameliorate the potential social inequalities that may arise in such a crisis situation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A cross sectional study on students outlook on online education during COVID-19 pandemic

Introduction: Education system has faced lot of challenges during this covid 19 pandemic to ensure proper delivery of education to the students. In spite of the toughest hurdles faced by the education system, it has managed to reach out to students with the digital approach. Though a totally different approach from the traditional teaching, student's apprehension towards the change should not be ignored. Objective(s): To assess students view on online classes during the COVID 19 pandemic. Material(s) and Method(s): Study design: Qualitative descriptive cross-sectional study. Study setting: Fr. Agnel college, Pillar. Study participants:12th std students (2020-2021). Study tool: An online questionnaire using Likert scale was administered to the students. Assent/consent was taken before start of the study. Data was be analysed using SPSS software version 22. Result(s): Among the students participated 53% of students faced network issues,52% agreed that online education limited their participation in extracurricular activities. Majority of them faced health issues like eye strain, headache and disturbed sleep.

Physical Culture and Sports as an Educational Basis of Students' Healthy Physical Activities during and Post-Lockdown COVID-19 Restrictions.

(1) Background: The SARS-CoV-2 virus manifests itself in many aspects of everyday life, among which one of the most frequently accentuated are changes in physical activity from the perspective of lockdown mobility limitations. The aim of this study was to assess the level of physical activity in groups of students with different levels of educational engagement in physical activity while taking into account the realities of remote and traditional education. (2) Methods: The study was conducted among 200 students of 3 majors with varying degrees of curriculum related to physical activity, including students of physical education (n-73), tourism and recreation (n-65) and students of a non-physical education major (n-62). The survey technique used was the short version of the International Physical Activity Questionnaire (IPAQ). (3) Results: PE students are the most engaged in physical activity compared to other study groups. This pattern is particularly true for high physical activity. An interesting observation is that, in the post-lockdown period, there was no statistically significant difference between the physical activity levels of PE students and TR students. Meanwhile, such a difference in favor of PE students was evident during the lockdown period. (4) Conclusions: Educational links to physical activity appear to be an important factor in stimulating this activity during times of epidemiological emergency.

Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic.

COVID-19 necessitated online teaching (OT) during the second half of the spring 2020 semester. The perceptions of science, technology, engineering, and math (STEM) faculty of OT at a two-year (2-YI) and a four-year (4-YI) institution were examined during this sudden switchover. One group of educators had received flipped teaching (FT) training (FTEs, n = 23), whereas the other group was practicing traditional teaching (TTEs, n = 18). There were two cohorts of FTEs: cohort 1 were implementing FT for the third time in their classrooms, and cohort 2 had started for the first time. The survey results suggested that FTEs were more confident with OT than TTEs (P < 0.05). It was interesting to note that 62.5% of the FTEs, whether they were from cohort 1 or cohort 2, chose an asynchronous approach, whereas 37.5% delivered synchronous OT during the sudden transition. It was found that FT experience helped cohort 1 adjust to OT compared with cohort 2. Overall, these results suggest that FTEs were confident and their resources for FT eased the transition to OT.NEW & NOTEWORTHY COVID-19 necessitated online teaching (OT). The perceptions of STEM faculty of OT at two-year and four-year institutions were examined. One group had received flipped teaching (FT) training (FTEs), whereas the others practiced traditional teaching (TTEs). Among two cohorts of FTEs, cohort 1 had been practicing FT but not cohort 2. FTEs were more confident with OT than TTEs. FT experience helped cohort 1 adjust to OT more than cohort 2. Overall, FT eased the transition to OT.

Perception and attitude toward online versus traditional anatomy teaching: An internet-based cross-sectional study among Indian medical students during COVID pandemic

The COVID-19 pandemic necessitated conduction of online medical education in India in both synchronized and asynchronized modes. Before the pandemic, the online teaching had very limited role in anatomy education in India. Aims and Objectives: This study was conducted to know the student's perceptions and attitudes regarding online versus traditional anatomy teaching, the problems hindering online anatomy learning, and the areas of anatomy students enjoyed in virtual lessons. Materials and Methods: A cross-sectional study was done among the 1st year medical students of various institutions of India based on a questionnaire applied by Google Forms. Relevant information on student's sociodemographic profile and their perception toward online versus traditional anatomy teaching were obtained. Four-point Likert scale was used for the responses on perception of teaching. Two hundred and fifty-two responses were studied and statistically analyzed. Results: Two hundred students (79.36%)used smartphones and 205 students (81.34%) used mobile internet in online learning. More than 90% of students preferred traditional anatomy teaching whereas less than 50% of students liked online anatomy teaching. In comparison with gross anatomy, students preferred online teaching of embryology, histology, and radiological anatomy. One hundred and six students (42.06%) opined that the internet problems were the major obstacle and 87 students (34.52%) considered the physical problems as main hindrances in online classes. Statistically significant increase in screentime after commencement of online class was seen among study participants. Conclusion: Majority of students preferred (statistically significant) traditional anatomy teaching over online anatomy teaching. Although students enjoyed online learning on selected topics of embryology, histology, and radiological anatomy, the main hindrances encountered in online anatomy classes were internet problems and physical problems. [ FROM AUTHOR] Copyright of Asian Journal of Medical Sciences is the property of Manipal Colleges of Medical Sciences 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.)

Effects of the Flipped Classroom Model on Students’ Legal English Vocabulary Learning at a Higher Education Institution

Innovative teaching in the form of the flipped classroom (FC) model has received significant concern in education in recent years, especially in the context of the COVID-19 pandemic. This educational practice has been widely applied in almost all levels, from primary to tertiary levels. This empirical study attempts to measure the effectiveness of the FC model for students’ legal English vocabulary learning as well as their perceptions of this model at a tertiary level at Hanoi Law University, Hanoi. A quasi-experimental approach was employed with sixty sophomores at the intermediate level who were randomly divided into experimental and control groups to achieve this aim. The experimental group received the FC model, while the traditional teaching method was applied to the control group. Also, survey questionnaires were distributed to the students in the experimental group to identify their perceptions of the FC model application on their legal English learning. The results revealed that there were statistically significant differences in the means of the post-test scores for the experimental group in comparison to the control group. Moreover, the majority of the students acknowledged that the FC model was effective for their vocabulary learning. It is hoped that these findings encourage instructors of English to use the FC model to enhance English teaching and learning processes. © Common Ground Research Networks.

Students' Perceptions of Online Foreign Language Learning during the Corona Virus

University closure was one of the repercussions of the COVID-19 epidemic. As a consequence, a shift to online education was mandated to concurrently sustain the learning process in the country and maintain public safety. This study aims at examining university students’ perceptions of online FLL by pointing out the factors that would succeed or hinder the online FLL process, and also by assessing the influence of teacher mediation on online FLL. The study followed a mixed-method technique to design and answer the research questions: (a) What are the factors that enable online FLL to succeed at the university level? (b) What are the factors that hinder online FLL at the university level? To what extent does teacher mediation influence the success or failure of online FLL at the university level? Data was collected via two sources (surveys and focus group interviews) in which two hundred twenty-six students from both the department of English Language and Literature and the department of English Language and Translation at two private universities participated in this study. First, the findings revealed three factors that would influence the success or failure of online FLL: student motivation, engagement, and rapport building. Second, the findings also highlighted the influence of teachers’ mediation in online FLL. Finally, the findings of this study offered several implications for the theory "Learning Communities, " faculty members, curricula designers, and policymakers. © 2022 by the Author(s).

Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis.

AIM: The primary goal of this analysis is to determine the effectiveness of blended learning versus traditional face-to-face teaching in nursing education from the three aspects of knowledge, skills and satisfaction. BACKGROUND: With the rapid development of health care, traditional teaching has been unable to meet the learning needs of nursing education. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. DESIGN: Systematic review and meta-analysis. METHODS: We searched PubMed, Embase, Web of Science, CINAHL and the Cochrane Library for publications in English from inception to April 2021. Two researchers independently screened the eligibility of each publication and extracted the data. The Cochrane risk-of-bias tool and the MINORS (methodological items for non-randomized studies) were used to evaluate the quality of the studies. The statistical heterogeneity was analyzed by the meta-regression and subgroup analysis. Publication bias was assessed by Egger's test. RESULTS: The search strategy identified a total of 3682 potentially relevant articles. We finally included 13 randomized controlled trials (RCTs) and 12 quasi-experimental studies (QRs), with a total of 2706 nursing students. The meta-analysis results showed that blended learning is more effective than traditional teaching in terms of knowledge, skill performance and learning satisfaction (SMD=0.64, z = 3.237, p = 0.001; SMD = 0.37, z = 2.58, p = 0.010; SMD = 0.32, z = 2.347, p = 0.019). Egger's test showed no significant publication bias. In addition, sensitivity analysis suggested that the results are relatively reliable. Through subgroup analysis and meta regression, we found that although the heterogeneity could not be significantly reduced or eliminated, the publication year, the study design and the duration of the intervention time and the number of items in the intervention may be the potential factors affecting heterogeneity of knowledge and learning satisfaction. CONCLUSIONS: The research results showed that blended learning may be an effective teaching strategy and appears to have excellent long-term developmental potential. Although its initial construction may require specific investment to improve the teaching resources and standardize the design of blended learning, in the long term, this new teaching strategy can not only improve nursing students' professional ability and learning satisfaction but also save nursing education resources to promote the balanced development of nursing education. The results of this study can lay a foundation for establishing standardized blended teaching strategies and evaluation indicators in the future.

Educating Children, the Preventive Measures of COVID-19 Transmission by Using Augmented Reality

This study investigated the effectiveness of applying augmented reality in enhancing children's awareness of the preventive measures of COVID-19 pandemic. To this end, (30) male and female children at Al-Hussein school in Ma'an city in Jordan participated in this study. Augmented reality application so-called protect children that employs sound, video, and photos to educate children was designed. The study raised two research questions;the first one examined the shortcomings of using traditional teaching methods at Al-Hussein school in Ma'an city in Jordan in raising the children's awareness of the preventive measures during COVID-19 pandemic. On the other hand, the second research question addressed the effectiveness of using Protect Children AR Application in educating children about the preventive measures during COVID-19 pandemic. The study used observation in a form of a note taking. The assessment criteria for analyzing data is classified into three parts, namely, memorization, performance, and effectiveness. The findings indicated that protect children AR application is more effective than traditional teaching methods. The students were able to memorize and perform the preventive measures of COVID-19 in terms of wearing masks, washing hand, and social distancing after the use of AR application. Moreover, the students were more motivated towards imitating the video in AR application more than imitating their teachers in the school. Prospects for future studies we see in designing another AR application that aim at raising the awareness of secondary school students regarding the riskiness of not being vaccinated in order to reliably generate robust conclusions about the findings.

The Effect of an Online Teaching Approach on Students’ Acquisition of Social Studies Skills at the Intermediate Stage in Kuwait

This study investigates an online model’s effect on students’ acquisition of social studies skills. The study sample consisted of forty-seven ninth-grade students divided into two groups, an experimental group and a control group. A five-week teaching program covered the main task and social studies objective. The semi-experimental method was used, where the traditional method was applied to the control group students, and the online approach was used with the experimental group students. Both groups completed a pre-test and post-test, which were analyzed statistically using the Statistical Package for the Social Sciences (SPSS) program. In addition, the researcher designed an achievement test that measures how students of the two groups acquire these skills. This study showed the superiority of the online approach in providing students with social studies skills. Therefore, the study recommended using the online approach to teach ninth-grade students social studies skills © Common Ground Research Networks, Maadi Mahdi Alajmi, Some Rights Reserved, (CC BY-NC-ND 4.0)

A Comparative Study of Perception of Online Teaching Versus Traditional Teaching among MBBS Students during COVID Crisis

Background: COVID-19 pandemic has created thelargest disruption in education systems in history. Numerous medical institutions have shifted to online teaching with the hope to reduce viral transmission. Objectives: To compare the effectiveness of online teaching and traditional teaching in the domains of collaborative learning, critical thinking skills and social interaction and to describe the advantages and difficulties faced in online learning by MBBS students. Materials and Methods: Anonline-based cross-sectional study was conducted fromMay 2021 to August 2021 in a private medical college in Salem district of Tamil Nadu, India. Among the 600 MBBS students attending online classes from the first year to final year MBBS, 574 students consented tothe study through mail and were studied using a semi-structured questionnaire prepared in Google form and sent through mail. Descriptive analysis was done and the association between the categorical variables were tested using chi-square test. Results: Traditional way of teaching was perceived to improve the critical thinking skills (p <0.0006), social interaction skills (p<0.044) and collaborative learning (p <0.01) more than online teaching. Advantages of online teaching identified were comfortable learning environment (38%) easier for slow learners (19%), learning at their own pace (18%) etc. Difficulties faced in online teaching were technical difficulties (62%), lack of self-motivation (61%), time management (56%) etc. Conclusion: Challenges faced by the students need to be identified earlier and Governments/educational institutions can focus more on removing the barriers to connectivity. © 2022 Indian Society for Malaria and Communicable Diseases. All rights reserved.

Comparative Analysis between the Conditions Associated to Traditional teaching and those Associated to Online teaching

Throughout history, society has faced different kinds of problems in all ways;from wars, poverty, climate change, natural phenomena up to mortal diseases. These afflictions have managed to get in people's lives in a devastating way causing a great number of deaths due to pandemics such as the COVID-19, which has been, until the present days, an overwhelming enemy for almost all the countries in the world. This pandemic has forced society to adapt to a different lifestyle in order to face the virus and be alert and protected in any environment. In the education system, teachers were forced to move from traditional education to online education which involves the use of technologies at all times. This action has contributed to teachers and students' physical and mental burnout causing mental or physical problems. This article will present a comparative analysis of the physical and psychosocial conditions that appeared during the traditional teaching and the online teaching in a group of teachers at the Universidad tecnológica de Torreón, as well as the repercussions in their lives and possible solution alternatives for their conditions. © 2021 IEEE.