Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid-19 pandemic.

The Covid-19 pandemic stipulated adoption of unfamiliar strategies for delivering anatomy education in online mode. The factors which determine education strategies are variable across geographical regions. It was perceived that an overview of education strategies around the globe would be useful for anatomists. Hence this narrative review was undertaken to collate observations from different geographical regions pertaining to education strategies adopted during the pandemic. Data relevant to the topic of study were extracted from 12 articles that were selected from an initial pool of 317 articles based on search criteria set for the review. Subtle differences in core education strategies implied that baseline response from anatomists was similar across regions. It was evident that online digital tools were key elements of education strategies adopted by educators for delivering online anatomy classes across the globe. Interestingly, a considerable gap in terms of number and variety of online tools used for anatomy education (those requiring commercial purchase) was noted between economically developed and developing regions. This may have an impact on learning outcome for students and may even lead to variations in anatomical knowledge by regions. It was observed that offline human dissection sessions were incorporated into online practical classes in one region as positive cases showed a declining trend. This positive development is worth emulating elsewhere based on cautious assessment of prevailing situation. From a broad perspective timely introduction of education strategies ensured delivery of anatomy education during the pandemic and gave an evolved outlook to the fabric of anatomy education.

Planning the “New Normality” to Address the Pandemic in Higher Education: Blended Scenarios at the Catholic University of the Sacred Heart

Since the early spring 2020, universities had to accept the impact of the first wave of Covid-19 disease and manage the emergency: students and teachers experienced a massive shift from traditional face-to-face education to online education. This new situation has been more properly defined “emergency remote teaching”. Catholic University of Sacred Heart has guaranteed the regular course of study to all the students. The contribution intends to present the #eCatt plan for the academic year 2020/21: it provides for a blended solution which moves on four scenarios, two in synchronous and two in asynchronous modes of learning (Dual mode, Online interactive lecture, Talking head, Voice-over presentation). To accompany the faculty to lesson design, self-training modules have been developed. In addition, weekly webinars have been planned and proposed, focusing on the scenarios, available technological solutions and educational tools. Data collection aims to provide a quantitative overview of the access to the online courses, participation in training sessions, adoption of synchronous and asynchronous solutions, focusing on teaching practices in synchronous sessions. © 2022, Springer Nature Switzerland AG.

Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context

This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals. © 2022 by the author. Licensee MDPI, Basel, Switzerland.

Blended Learning: An effective approach for Online Teaching and Learning

The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology. An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. © 2022, Rajarambapu Institute Of Technology. All rights reserved.