ABSTRACT
The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.
ABSTRACT
The development of critical thinking skills is one of the core values of higher education. As an important aspect of visual literacy in the core competencies of undergraduate biology teaching, diagram learning activities have been shown to facilitate students' gains in understanding biology concepts and improving critical thinking skills. To address a need to scaffold students' learning processes of the higher-order cognitive skills in Bloom's Taxonomy via diagram, we have developed an instructional tool using diagrams for online and in-person classes. This teaching and learning tool utilizes a digital canvas created in Microsoft Whiteboard. A diagram of a certain complexity is designed and created by the instructor to model the critical thinking linked to the taught content. Students can work simultaneously to fill in the blanks of the diagram using provided terms and phrases that are derived from lecture slides and aligned with course learning objectives. A moderator, either a peer leader or the instructor, can use this online whiteboard to observe and advise students for their study activities and engage students in discussions in real-time. This customized teaching tool may be particularly useful for introductory biology courses to train first-year students and sophomores to learn biological concepts and mechanisms. More importantly, it helps students comprehend and learn the critical thinking skills embedded in the provided diagrams to prepare them to conduct more complex diagram activities and generate their own diagrams.
ABSTRACT
The COVID-19 pandemic transformed educational processes across different educational levels. As institutions and faculty members effort focused on guaranteeing academic continuity, the challenge was how to translate the learning methodologies applied in the classroom to virtual settings. A digital whiteboard was integrated to synchronous class sessions to complement the educational experience. During these sessions, students and teachers interacted to co-construct ideas and socialize learning. The objective of this study was to assess the impact of introducing a digital whiteboard in student engagement. The quantitative approach integrated student's perception through an online survey with 12 items. The results show that the students enjoyed the dynamic(4.56), students believe that the incorporation of digital whiteboard contributed to understanding abstract concepts(4.83), and perceived the resource contributed for class engagement(4.72). The design of educational projects that incorporate these resources translate to active learning dynamics which foster student engagement.