Race, Ethnicity and Multiculturalism: Teaching Sociology through the Digital Podcast Resource

The objective of this article is to present and discuss the use of the digital resource podcast as a sociology teaching practice. For that, I will bring the experience report carried out with ten classes of the 1st year of high school in a college of the federal education network in remote teaching circumstances. The activity took place during the third quarter of 2021 and had as its theme "Race, Ethnicity and Multiculturalism", cross-curricular contents that permeate the study of Afro-Brazilian and indigenous history and culture according to Law n 11.645/2008. However, in this experience report, the disciplinary approach to the content learning process was emphasized from the mobilization of concepts, authors and themes discussed by Sociology, recognizing that the potential of teaching the discipline fully meets the Competencies and Abilities present in the National Curricular Common Base (BNCC/EM) (Bodart, 2021). In view of the context of the last High School Reform determined by Law No. 13,415, of February 16, 2017, guided by the BNCC/EM approved on December 17, 2018, as well as the process of changes in education due to the Covid-19 pandemic, I will discuss the potentials and challenges of using the so-called Digital Information and Communication Technologies (TDIC), as well as some active learning methodologies engaged in this teaching practice (Oliveira, 2020). The results obtained are relevant to raise the hypothesis that the use of digital resources in remote environments does not dispense with face-to-face contact, since it enables an effective construction of the relationship between student and subject.

The Relationship and Effect Among Physical Literacy Attributes in University Physical Education During the Pandemic Quarantine Period

Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students' physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students' physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (+/- 1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.

Changes in Higher Education from the Pandemic Scenario: A Bibliographical Review

During 2020, the governments determined the elimination of face-to-face activities in schools and universities to avoid crowds in the classrooms due to the Covid-19 pandemic. This article aims to understand the impacts of remote and hybrid teaching in Higher Education during the Covid 19 pandemic, which started at the end of 2019 all over the world and brought significant changes in various sectors, including education. We have three specific, very clear and defined objectives, namely: (i) verify the challenges faced by teachers and students in HEIs;(ii) highlight pedagogical practices during distance learning and hybrid teaching and (iii) highlight what actions were taken in Higher Education during and after the pandemic. The methodology adopted in this work is a systematic bibliographical research. The results of the investigation indicate that the changes in Higher Education are here to stay, the hybrid model that includes face-to-face and distance education is already a reality for Higher Education institutions and also its main challenge.

The First Encounters of Primary School Students and Parents in Blended English Classes

This study investigates what blended English learning, the first of its kind at their school, means to primary school students and their parents. It aims to demonstrate how they experience and perceive blended English classes, particularly during their first encounter, in order to conceptualise the most commonly perceived benefits and to challenge the existing theoretical framework, Social Presence Theory. This study was conducted to help shareholders, specifically in a primarylevel English language education context, to exclude or reduce the barriers and maximise the benefits. To this end, a cross-sectional survey design was adopted, and 147 students and 138 parents participated in this study. Data was collected through questionnaires and calculated using the SPSS program. The data showed that primary school students and parents were generally pleased with their blended English class experiences. They found blended English learning experiences to be valuable and enhance their learning, especially in critical periods such as the COVID-19 pandemic. However, the face-to-face format is perceived more positively because of the limitations and challenges of blended and online English classes in terms of interactions and social elements. Based on the results, some implications and suggestions for further research are provided.

Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics' feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students' hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students' learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students' online interaction and engagement. These findings contribute to revealing academics' experience in practising hybrid learning and teaching and identifying ways to address their challenges.

The effect of teaching-learning environments on student's engagement with Lean mindset

Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching-learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Where left to seminar in 2022?

The university has now, totally, found its way into our homes. First through demands of the kitchen table to provide the setting for teaching preparation. Then inadvertently: the endless work done with others in mutable workspaces, such as the home, characterizing that same teaching. And now recently, the coronavirus pandemic has found a new, hybrid, teaching space – (working from) home. So, where else is there ‘to seminar'? These questions are not new: Roland Barthes made an everlasting call to ‘outline a space and call it: seminar'. Henk Slager, whose plea in 2017 to ‘[re]activate [the] "unpredictable rhythm” of the seminar' echoed Barthes, following artists, activists, teachers and organizers calling for new alternatives to ever-institutionalized formats and modes of education. Much of this – sentimentalizing, reproducing, extracting educational forms – is held within the discursive framework of art's ‘Educational Turn'. In the light of impact that the ‘move online' has had on art education I am reframing this question of the seminar's ‘where' else and ‘what' else, again in 2022. Once obvious spaces of art education, clearly defined, are left empty, expensive, expansive and broken. Where ghosts and infrastructures contend with one another, the mechanisms of universities are, in theory, open bare;their complex continues to be impenetrable. This text constellates a set of infrastructural considerations to take stock of what it means to ask this question of ‘where' else and ‘what' else in 2022. © 2022 Intellect Ltd Article. English language.

‘The teacher could correct me without being there': Adapting distance education approaches to promote physical activity during lockdown

Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students' experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students' experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance. [ FROM AUTHOR] Copyright of European Physical Education Review is the property of Sage Publications Inc. 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.)

Virtual Laboratory in Electromagnetism: A Study of Instrumental Orchestration

The integration between virtual learning environments of recognized individual success, such as the PhET project and the Moodle Platform, presents itself as a path to be explored in the context of Instrumental Orchestration (IO), due to the broad benefits that this type of junction can bring to STEM teaching and learning. In this perspective, we conducted a purely interpretive study to investigate the role of IO, in different resources, on the academic success of students in a Bioengineering course, by comparing two activities, corresponding to the extremes of their scores, in electromagnetism laboratory practices, converted to Hybrid Teaching, by means of the COVID19 pandemic. For this, an evaluative framework was built based on the bibliographic reference, which underwent refinements adapting it to the available data, to finally analyze the IO dimensions referring to PhET, Moodle, proposed activities and interactions among participants. The main contribution of the research refers to the need for a better orchestration between simulated activities and laboratory practices, naturally accompanied by more productive interactions. This kind of research also contributes to the elaboration of new pedagogical practices, anchored in facts concerning the different approaches of IO and the way students learn. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Implications of online, hybrid and in-person design studio teaching after the pandemic a grounded theory approach

Distance and Blended education have been studied and applied in many disciplines but there has been limited use and assessment of these learning modes for design studios. The Coronavirus Disease (COVID-19) pandemic has forced education delivery methods in the United States to become more online/hybrid in the 2020 school year without much preparation. As schools slowly shift to post-pandemic teaching modes, it is necessary to examine and evaluate what was learned during the pandemic online environment for design education. Previous studies have examined the effectiveness of online delivery of design education by virtual design studios using advanced digital technologies and equipment on a variety of platforms to teach specific design skills. In this study, the researcher uses semi-structured interviews of design educators and a survey of design students to examine their experience with their online learning environment during the 2020 school year. The qualitative and quantitative results of the study shed light on the challenges of online design studio learning during the pandemic and revealed opportunities for improving future design studio education. Lack of social interactions during the pandemic online learning impacted students' motivation. The use of digital technologies improved communication efficiency, but there is also ineffective communication that negatively affected peer interaction and learning, which in turn affected student learning outcomes and learning satisfaction compared to in-person design studios. The results also revealed openings to promote fully online design education, with studio courses reconfigured using the Technological Pedagogical and Content Knowledge (TPACK) framework and with properly trained design instructors. This hybrid learning environment would lead to students receiving an optimal learning experience that benefits from the advantages of in-person instructions along with the efficiency of digital technology-based learning platforms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attending lectures in person, hybrid or online-how do students choose, and what about the outcome?

As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students' exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes.

Effectiveness of an "online + in-person" hybrid model for an undergraduate molecular biology lab during COVID-19.

The COVID-19 outbreak has created turbulence and uncertainty into multiple aspects of life in countries around the world. In China, the pandemic continues to pose a great challenge to the nature of traditional in-class education in schools. Chinese education has faced the difficult decision of whether to resume in-person teaching in an unprecedented and time-pressured manner. To ensure the quality of teaching and learning during this time, this study aims to explore the effectiveness of an "online + in-person" hybrid teaching model with a new three-part approach to the hybrid teaching lab, where students prepare for the in-person lab using virtual simulated experiments and learning modules and debrief their learning afterwards online as well. This approach not only enhances the efficiency during the in-person lab but also strongly reinforces concepts and laboratory skills by providing a "practice run" before physically attending the lab. A total of 400 medical undergraduates from Dalian Medical University in China were recruited for this study. In an undergraduate molecular biology laboratory course, we observed 200 students in a hybrid teaching model. We evaluated the learning outcomes from the "online + in-person" hybrid teaching model with a questionnaire survey and assessed the quality of experiment execution, report writing, and group collaboration. Moreover, the 200 students from the hybrid group were evaluated during an annual science competition at the university and compared to 200 students from the competition cohort who had no experience with a hybrid learning model. The comparison data were analyzed using a student's t-test statistical analysis. The students in the hybrid learning group demonstrated a strong enthusiasm for the model, high amount of time utilizing the online system, and high scores on laboratory evaluation assignments. Approximately 98% of the hybrid learning students reported that they preferred mixed teaching to the traditional teaching mode, and all students scored above 96% on the online laboratory report. Teachers of the course observed that the hybrid group had a noticeably higher level of proficiency in lab skills compared to the previous students. At the Dalian Medical University annual science competition, where we compared our hybrid group to a traditional learning group, scores for both the objective and subjective items showed that the students instructed with the hybrid lab model had superior performance (p < 0.05). In the context of the COVID-19 pandemic, we developed a new three-part molecular biology laboratory course that strongly improved students' laboratory skills, knowledge retention, and enthusiasm for the course using online learning to improve their learning efficiency and expedite the in-person laboratory experience. We found that these students performed at a higher level in a combined theoretical/practical science competition compared to the students in traditional in-person lab courses. Additionally, our model subjectively fostered enthusiasm and excellence in both teachers and students. Further, cultivation of the students' independent learning and creative problem solving skills were emphasized. The exploration of an effective teaching model, such as the one described here, not only provides students with a solid foundation for their future medical studies and career development but also promotes more efficient in-person laboratory time.

Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic

Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein's regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students. © 2022.

Capturing the successes and failures during pandemic teaching: An investigation of university students' perceptions of their faculty's emergency remote teaching approaches

This research investigates teacher candidates' experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty's emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants' engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students' motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching. © The Author(s) 2022.

Learning and Teaching Fluid Dynamics using Augmented and Mixed Reality

We have been developing an interactive and multimodal platform to facilitate learning fluid dynamics with the rationale of using an immersive environment as a visualisation medium. Before the pan-demic, we used our in-house virtual reality app to teach fluid dynamics (FD), significantly enhancing student engagement. Since the COVID-19 pandemic struck, we have explored AR and MR applications for scaling our remote online and hybrid teaching efforts. The work presented in this paper has two objectives. (i) Provide an AR learning medium for remotely located students. (ii) Provide a student-paced instructional learning medium using MR for the hy-brid or onsite students. To achieve this, we describe a methodology in four parts. (i) A computational fluid dynamics data processing and distribution pipeline for generating 3D models for AR and MR. (ii) A platform-independent FD learning platform that uses WebXR for rendering models in AR. (iii) Hololens-based instructional medium in MR for learning FD.(iv) A pedagogy design. We discuss the results of a feasibility study on 18 hybrid learning students to assess the effectiveness of the pedagogy design using MR. We conclude that by using our platform, students can interactively visualise our in-house fluid dynamics models aligned with the course work and acquire knowledge naturally and intuitively. © 2022 IEEE.

Student Perspectives on On-site versus Online Teaching throughout the Covid-19 Pandemic

We present a long-term study of how university students experienced teaching/learning activities throughout the Covid-19 pandemic in Denmark1. We collected data through questionnaires from N=365 students enrolled in the "Introduction to Database Systems"course during four consecutive semesters (Spring 2020 to Fall 2021). The two years span the entire period of the pandemic's interruption of normal on-site teaching, until restrictions were completely lifted in Denmark. The study investigates student preferences for online versus onsite teaching, and identifies the advantages of both, as well as changes in preferences throughout the pandemic. Quantitatively, the results demonstrate a preference for on-site over online teaching which was more pronounced for exercise classes than for lectures. Qualitatively, the study identifies several advantages of both online and on-site teaching;including a more engaging learning environment and better teacher-student interaction for on-site lectures, and flexibility and self-paced learning for online teaching. The primary changes identified were an increased sense of being able to focus online and a decrease in ease of asking questions online towards the later stages of the pandemic. Finally, we highlight the opportunity for universities to provide hybrid models of teaching, in order to care for diverse student preferences and needs. © 2022 IEEE.

Hybrid university education in COVID-19 times: resources used by teachers

COVID-19 has been a crisis that has caused significant changes around the world. This supervening global pandemic situation has affected all areas of society, including universities. In this regard, face-to-face learning scenarios were converted into online or hybrid teaching with the use of information and communication technologies as a meeting point between teaching staff and students. This work is part of the University Teaching Research Networks Programme of the Institute of Education Sciences of the University of Alicante (call 2020-21) and its general objective is analyse the resources used by teachers in hybrid teaching in the context of COVID-19. A quantitative approach with a non-experimental and cross-sectional design was adopted. A questionnaire was designed ad hoc for data collection, which was completed by a sample of 367 students of the bachelor's degree in Teaching at the University of Alicante. The data were collected online through Google Forms during class. The results showed that PowerPoint is the resource most used by teachers for theory and practice classes. In turn, notes, materials in digital format uploaded to the virtual campus, are the resource most frequently provided by the teaching staff. Likewise, the university's virtual classroom is the resource most frequently used by teaching staff to interact with students. In conclusion, it can be said that the change of teaching modality has led to an adaptation of face-to-face teaching to virtual scenarios, without any profound innovation in the university educational model. © 2022 IEEE.

Redesigning Presence for Master Curricula: A Case Study for Extra-Occupational Studies

Master’s programs for extra-occupational studies aim at the academic further education of people with diverse educational prerequisites and professional backgrounds. Due to this and the target group’s specific requirements and needs, designing curricula, didactic concepts, and employing appropriate methods and learning activities is challenging. In this regard, the emphasis is on using digital forms of teaching and learning and providing guiding learning materials for individual preparation and follow-up, opportunities for interaction, coaching, and interactive teaching formats to support knowledge transfer of digital competencies in line with the European Digital Competence Framework for Citizens. The COVID-19 pandemic reinforced these challenges. In this context, this paper reports on two extra-occupational management-related master’s programs (MSc, MBA) established for working professionals. The programs’ curricula and guiding principles based on a blended-learning concept are presented, elucidating the potential and strengths of student-centered teaching methods like problem-based learning and Harvard MOC business cases. Then, the paper outlines the redesign of the blended-learning concept and didactic methods during the pandemic, focusing on time spent together in (virtual and hybrid) presence phases and the lessons learned thereof. Finally, arisen efforts, the value contribution, student acceptance, transferability aspects are discussed, and recommendations derived. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Student's Experience, Satisfaction and Barriers of Hybrid Undergraduate Obstetrics & Gynaecology Teaching during Covid-19 Pandemic

Introduction: Hybrid teaching method has been implemented in majority of medical schools to adapt with the Covid pandemic era. With this integrated method, we aim to determine the student's experience, satisfaction and barriers of hybrid undergraduate teaching in obstetrics & gynaecology posting. Methods: A cross sectional study was conducted among medical students undergoing hybrid teaching during obstetrics & gynaecology posting in the year of 2020 and 2021. Participants were 112 fourth and fifth year medical students whom were affected by the pandemic. Online questionnaires through Google forms were distributed to all eligible students. The questionnaire consists of four sections: socio-demographic, experience, satisfaction and barriers. Results: The response rate was 75%. Majority (90.2%) of the respondents were satisfied with the hybrid teaching. Among the barriers that sometimes encountered by our students were inability to adjust learning style, lack of technical skills, mental health difficulties, emotional difficulties, unreliable internet access and an unconducive study environment. Among all the demographic data studied, only ethnicity showed a significant association with the satisfaction of the students. Conclusion: Our study found that majority of students were satisfied with hybrid teaching with minimal barriers experienced. Hence its practice can be continued as it can be utilised at any time as compared to traditional teaching. © 2022 UPM Press. All rights reserved.

Pedagogical Communication in Hybrid Mode in the COVID-19 Pandemic Era, Practices in Morocco and Reflections

This article aims to analyze the performance of the hybrid education initiated in Morocco by the Ministry of National Education, Vocational Training, Higher Education, and Scientific Research to ensure pedagogical continuity in the context of the COVID-19 pandemic and following the emergence of the Omicron variant. To this end, we relied on online questionnaires, targeting 104 learners on social media in order to highlight the performance of pedagogical communication and hybrid teaching based on their own experiences. The results show that most of them prefer this hybrid teaching model, despite the setbacks of this new educational form, including technical problems namely linked to poor connectivity, and the crashing of the platform, in addition to the lack of direct interaction and supervision, especially during the remote learning mode. The vast majority of respondents believe that education in Morocco can go digital in the medium and long term without the circumstances related to the pandemic. © 2022, North American Business Press. All rights reserved.