Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown

Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces. [ FROM AUTHOR] Copyright of London Review of Education is the property of UCL Press 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.)

An Innovative Approach in Nursing Education: The Flipped Classroom Model, Its Theoretical Framework and Its Use in Nursing Education

The inability to conduct face-to-face classes during the COVID-19 pandemic has increased the need for distance education and active learning methods in nursing education. In programs that provide knowledge and skill-based education such as nursing education, active learning methods should be used to create learning environments where the student is in an active position and the trainer is a guide. The Flipped Classroom Model is one of the student-centered teaching methods that includes the application of active learning strategies. The basic logic of this model;It is the allocation of the lesson time in the classroom to the learning process in which the student is more active. Students who come to the lesson by studying the lesson materials before the lesson are provided to construct the knowledge with the activities they are active in the lesson. In the lessons conducted with this model, students learn concepts at their own learning pace. The fact that the course can be studied at any time and place highlights the flexible teaching method feature of the model. In addition, this model is more effective in developing students' spirit of cooperation, practice and communication skills, in-terest in the lesson, and ability to think and analyze compared to the traditional classroom. In this review, the content, learning process, advantages and disadvantages of the Flipped Classroom Model, which can be used as an alternative method for continuing nursing education with distance education, are given and literature information about its use in nursing education is presented. © 2023, Dokuz Eylul University. All rights reserved.

lungEcho - Resource Constrained Lung Ultrasound Video Analysis Tool for Faster Triaging and Active Learning

Lung ultrasound (LUS) is possibly the only medical imaging modality which could be used for continuous and periodic monitoring of the lung. This is extremely useful in tracking the lung manifestations either during the onset of lung infection or to track the effect of vaccination on lung as in pandemics such as COVID-19. There have been many attempts in automating the classification of the severity of lung involvement into various classes or automatic segmentation of various LUS landmarks and manifestations. However, all these approaches are based on training static machine learning models which require a significantly large clinically annotated dataset and are computationally heavy and are most of the time non-real time. In this work, a real-time light weight active learning-based approach is presented for faster triaging in COVID-19 subjects in resource constrained settings. The tool, based on the you look only once (YOLO) network, has the capability of providing the quality of images based on the identification of various LUS landmarks, artefacts and manifestations. This tool also predict the severity of lung infection and make use of the possibility of active learning based on the feedback from clinicians or on the image quality. The capability of this tool to summarize the significant frames which are having high severity of infection and high image quality will be helpful for clinicians to discern things more easily. The results show that the proposed object detection tool has a mean average precision (mAP) of 66% at an Intersection over Union (IoU) threshold of 0.5 for the prediction of LUS landmarks with initial training on less than 1000 images. The 14MB lightweight YOLOv5s network achieves 123 FPS while running on a Quadro P4000 GPU. The tool is available for usage and analysis upon request from the authors and details can be found online.

A Case Study of a Multi-Institution Replication of a Comprehensive GTA Teacher Training Program

A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K–12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. [ FROM AUTHOR] Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd 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.)

Learning by Designing, Imagination and Programming

The FitPed Project focuses on students' efforts to acquire programming skills in order to become up-to-date professionals and become better life-long learners as well. The current chapter sketches the larger spectrum of learning/teaching paradigms in order to enable more flexible and effective didactic planning in diverse academic curricula. ‘Active Learning' has been coined as one of the best striving to let students regain ‘ownership' of their studying and cognitive development. Simulations, programming, gaming and storytelling are promising candidates for empowering the learning and increasing intrinsic motivation. The chapter will synthesize the various aspects of active learning like: Collaborative, Constructive, Authentic, Situational and Intentional Learning, in order to enable teachers to integrate these instructional ingredients for blended learning even after the Covid-19 era. Learning paradigms have shifted from cognitive acquisition into constructivist approaches, where the learner is encouraged to build more complex concepts from elementary primitives. In this evolution, programming experiences have an important generic role: Students from all major directions need to integrate their thinking in topics like: Algorithmic Thinking, Data Mining, Meta Data, Machine Learning, Deep Learning, Deep Fake, Analytics for Smart Environments, Privacy Issues, etc. For this goal, a basic programming education and experience is useful and necessary. This chapter will highlight how university curricula need to evolve and new teacher roles will develop as well. It will illustrate the transition from the current FitPed Project to its successor. Important additional notion is that the integration of Computer Science and Programming Courses need innovative didactic scenarios as well;Problem-based Learning and Challenge-based Learning are two of the most prominent candidates. After having read this chapter, you will be motivated and equipped to pro-actively design new ICT-oriented courses with your colleagues. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Active Learning Opportunities Outside Classroom and Laboratory

This paper presented a case study for the foundation year subject Greenhouse Gases and Life (ABCT1D09) launched in PolyU in 2019/2020 semester one. We investigated the implementation of blended learning with outside classroom learning component and TAL pedagogies (technology-assisted laboratory classes, virtual lab and remote lab) in the traditional face-to-face (F2F) lectures with the use of institutional virtual learning environment (Blackboard LMS) to improve students' learning experience by enhancing students' engagement in this large GE class (90 students). Feedbacks from survey and students' reflective journal (i.e. 91% of students satisfied with the designed class activities and 75% of students found the learning experience was enjoyable), as well as the students' academic performance suggest this model brings positive impact to students' learning. The results obtained in the present study may offer more new learning opportunities in tertiary all-round education and inform the design of "new-normal” learning after the COVID-19 pandemic. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Enhancing student participation and engagement in remote learning environments

As the number of coronavirus cases increased throughout the world, most higher educational institutions rapidly shifted their face-to-face classes to remote learning without providing sufficient training for instructors. One of the challenges they faced during this period was enhancing students' motivation and engagement in their learning. Many scholars believe that students' academic engagement is an important criterion in assessing the quality and effectiveness of teaching and learning in educational institutions. An examination of previous studies on student engagement indicated that many factors could affect students' behavioral, cognitive, and emotional engagement in a remote learning environment. Some of these factors are related to students, and some of them are associated with instructors. Moreover, studies indicated that strong interpersonal relationships, interaction, and close communication between student-instructor and student-student could create a positive learning environment and enhance students' engagement. © Springer Nature Switzerland AG 2021. All rights reserved.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

Teaching web development courses using flipped classroom and Discord: a two-year experience in the Peruvian context during the COVID-19 pandemic

The Flipped Classroom methodology encourages students to interact with content in multiple ways and professors, who provide active learning strategies to create a super engaging group space that can extend beyond the classroom walls. The purpose of the study was to generate learning scenarios that ensure the good performance of students to achieve the skills in two programming courses at a private university in Peru, making its implementation sustainable over the years. The educational proposal presented in this research made use of the flipped classroom methodology and the Discord platform as an agile means of communication. The results are very encouraging because it allowed students to participate in their own learning in an active and self-directed way so that they self-regulate their own learning path individually and in groups;based on flipped classroom and successfully deployed on the Discord platform. © 2023 IEEE.

Active learning: the reformulation of learning/teaching methodology in Design Theory

Higher education, as well as other levels of education, face a major problem: the focus, and sometimes interest, of students during classes. Increasingly, students' focus time is shorter and the COVID-19 pandemic has only exacerbated this problem. Currently, keeping a student attentive and motivated throughout the class is not an easy task. The problem worsens when the theoretical classes are too long. In this sense, it is urgent to change the teaching methods in order to make, not only, the class more pleasant but also to keep the student and professor motivated. Thus, the article aims to present a more dynamic way of teaching a theoretical subject in order to increase student involvement and interaction during class. © 2023 IEEE.

A Wireless Virtual Reality-Based Multimedia-Assisted Teaching System Framework under Mobile Edge Computing

In recent years, virtual reality (VR) has gradually entered the daily education and teaching activities from pure scientific research. In the area of assistance teaching, some typical computer softwares still play some important roles. This makes remote teaching activities can just learn voice, yet cannot possess the feeling of realistic existence. Especially in scenario of COVID-19, remote teaching activities with proper perceptibility are in urgent demand. To deal with the current challenge, this paper proposes a wireless VR-based multimedia-assisted teaching system framework under mobile edge computing networks. In this framework, cooperative edge caching and adaptive streaming based on viewport prediction are adopted to jointly improve the quality of experience (QoE) of VR users. First, we investigated the resource management problem of caching and adaptive streaming in this framework. Considering the complexity of the formulated problem, a distributed learning scheme is proposed to solve the problem. The experimental data are verified and the experimental results prove that the studied methods improve the performance of user QoE. [ FROM AUTHOR] Copyright of Journal of Circuits, Systems & Computers is the property of World Scientific Publishing Company 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.)

Marketing communication education in developing countries: Post-pandemic insights from India and South Africa

In two developing nations, technology enhanced marketing communication education in the classroom, both during and after the COVID-19 pandemic. However, in what ways did enhancement occur, and to what ends? This research examines the reasons for and impacts of digitalisation on academic delivery of marketing communication education across two BRICS nations: South Africa and India. We use a comparative, narrative-based approach that challenges the ways that marketing communication educators often describe the significant teaching and learning agencies and incidents involving the place of technology in classroom learning. We show how the concepts of technological augmentation and paradox, the `TikTok effect´, and symbiotic pedagogies explain and help present a post-pandemic theory of marketing communication education in developing nations. We highlight the active learning and student-centred learning styles as symbiotic pedagogies that were regarded as best practice. Our findings show that educators were able to skilfully move across both styles depending on student need and skills required. We discuss how educators' flexibility across contexts allowed them to maintain best practice technology-mediated teaching and learning strategies during the pandemic. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

APPLICATION AND FEASIBILITY OF VARIOUS TEACHING TOOLS USED IN ONLINE CLASSES DURING COVID-19 IN TERTIARY EDUCATION

The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students concerning the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in classrooms and online virtual classrooms will be drawn concerning limitations, incentives, motivation, and effectiveness toward learning. This study also leads to the question of future course development by exploring the possibility of course design and assessment restructuring with a switch to online education with the new mode of technology as the trend.

Service Learning: A Revision in Times of Pandemic

COVID-19 unbalanced normality and influenced the inte-llectual production on Service-Learning (SA), for this re-ason it is necessary to establish the number of scientific documents published in Scopus and Scielo, evaluate the positive or negative effects of the pandemic within the pro-duction intellectual and evaluate the intellectual produc-tion regarding AS in secondary education after 2020. The methodology used was a systematic review of the number of scientific documents on AS in Scopus and Scielo;the findings show an extensive number of publications on AS, the pandemic was not an obstacle to publishing, and it is clear that the impact of AS is much less in secondary than in higher education. In addition, it is reaffirmed that the English language is preferred by the authors when writing documents;and the US-Canada region leads the authorships.

Using Active Learning to Evaluate Student Competency Beyond Clinical Skills

Active learning methodologies support the development of higher-order thinking and knowledge application necessary for modern health care environments. Through active learning, nurse practitioner students apply their understanding of population-specific competencies while developing critical thinking and reasoning skills for safe and effective care. Myths regarding student-centric learning, such as cost, time, and design, may create barriers for faculty to incorporate competency-based methods into didactic curricula. This article provides evidence-based strategies and exemplars for active learning as a method to evaluate student competency beyond clinical skills.

Attitudes toward active learning in online learning in COVID-19: Preference for online learning

In the first semester of the 2020 academic year, many universities and junior colleges in Japan were affected by COVID-19 and had to switch to non-in-person classes. This study explored active learning attitudes in online classes. The survey was conducted in two sessions (late June and mid-August). Participants (489 undergraduate and junior college students) completed a questionnaire and the results showed that students' attitudes toward active learning and preference for online learning did not dramatically change during this period. In order to obtain in sights into the changes in attitudes toward active learning, the present study used a multiple-population analysis to examine the relationship between attitude and an item related to preferences for online learning. The results showed that there was a positive association between preferences for online learning and active learning among first-year students, but not among second-year students and above. The influence of online learning needs to be considered particularly as regards first-year students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Teaching Tip: Active Learning in the IS Classroom: A Student Crowdpolling Exercise for IS Courses

Active learning pedagogy has many documented benefits, and while several positive examples of its recent use in STEM classes have led to better performance, greater diversity, more equity, and improved retention of underrepresented student populations, more research in IS and IT classrooms is needed. Most active learning exercises are in a traditional in-person format;however, the COVID-19 pandemic has created a demand for more online classes. Here we present an easy-to-adopt, active learning crowdpolling exercise that can be used for all modalities, including online, hybrid, and face-to-face, moreover, can be used throughout the semester or for a portion of it. The exercise creates a small crowdpolling results database that can be used to enhance student data literacy and teach a variety of IS topics such as database, systems analysis and design, and data analytics. An extended example of how it is used in the Introduction to IS course is provided.

Teachers' perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach. [ FROM AUTHOR] Copyright of Reflective Practice is the property of Routledge 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.)

Improved Zoom engagement by adopting flipped class strategies to the curriculum of a Biology of Aging course during the Covid-19 pandemic.

During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.

How Isthe Students' Learning Achievementthrough Project-Based Active Learning Model Activities in the Covid-19 Pandemic Era at Sdn 1 Brangkal Wedi Klaten?

This study aims to describe students' learning outcomes through the project-based active learning implementation in the Covid-19 pandemic era. This research was conducted at SD Negeri 1 BrangkalWediKlaten. The research method applied was descriptive quantitative research. The subjects of this research were 9 students of the first grader students of SD Negeri 1 BrangkalWediKlatenin the 2021/2022 academic year. Research data were collected through documentation studies and field observations. The data analysis technique was carried out using a descriptive method to determine the average value, the highest value, and the lowest value and presented it into a table. The results of this study indicated that: 1) The project-based active learning model implementation can describe students' knowledge with an average score of 86.67 and students' skills in doing the projects with an average score of 76.66. 2) In general, the project-based active learning model implementationwas appropriate and effective to solve the problems faced by students in learning in the Covid-19 pandemic era. Thus, it can be concluded that the implementation of project-based active learning can gain knowledge, skills, and attitudes of students in learning in the era of the Covid-19 pandemic.