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This research describes the methodological adaptation carried out by teachers of Chinese as a foreign language in the context of emergency remote teaching context produced by the COVID-19 pandemic in Costa Rica in 2020. An exploratory qualitative approach was adopted which included the participation of eleven teachers who responded to an online questionnaire and participated in a focus group discussion. The results suggest that information and communication technologies played a major role in this methodological adaptation and that, thanks to their integration into the teaching staff's methodology, the continuity of teaching in their courses' four macrocompetences could be ensured. It was also found that, for the development of the four language skills, a very varied range of activities was used, and a greater participation of students in their learning was achieved. As a conclusion, it was confirmed that the adaptations led to a considerable increase in the working hours of Chinese teaching staff.
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After COVID-19, new accreditation standards include the need for developing better learning and teaching environments. This will be supported and connected with digitization, entrepreneurship, social inclusion, and a circular economy. The orientation towards equity and quality in education clearly imposes the need for an individual approach to each student separately. This situation is especially pronounced in higher education institutions in the field of technology, whose primary goal is very often individual training for use of highly specialized software and hardware tools. In such a situation, it is necessary to move away from the classical ex-cathedra methodology and develop student-centered learning environments. Global accreditation systems for teaching, learning, practice, and business communication can be simplified using blockchain. On the basis of blockchain technology (BCTs), this paper proposes a Collaborative Learning and Student Work Evaluation (CLSW) model that includes a multi-frontal teaching method (VFN) and combines scientific peer-review standards. BCTs are used to protect student project and assessment data storage and transmission. Assisting higher education institutions in finding "employable capabilities" of proactive students is the idea of CLSW. Before implementing the CLSW paradigm, a poll of lecturers' views on BCTs was conducted. The poll results show a desire and willingness to teach with BCTs. The model's fundamental capabilities and the key participants' duties were described in a project framework. Additionally, this research and proposed model can improve educational process sustainability in general, as it is an open platform easily accessible by all the interested parties, thus contributing to life-long learning.
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The COVID-19 pandemic disrupted classroom instruction at every level, in every field, around the world. Graduate business programs, which are largely centered on "high-touch” interaction and exchanges among peers and with instructors via student-oriented learning approaches, faced a common challenge: a possible compromised learning experience resulting from the suspension of in-person education. This paper chronicles personal and professional transformations experienced by the authors while teaching four second-year electives at a graduate business school during the 2020–21 academic year. We reflect on how a particular mindset and specific strategic choices led to effective online teaching, mitigating the negative impact of the upheaval. We also consider this experience as a basis for developing online/offline "ambicultural” teaching methods for adoption in the post-pandemic world. Academics may find this account to be a useful learning tool and a guide for transforming their teaching in both the virtual and in-person classroom environments.
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The objective of this study was to determine the influence of teachers' digital literacy on the development of learning sessions at the early education level in a public school in northern Lima (Peru) in the context of Covid-19. Using a qualitative case study approach, a semi-structured interview was applied to teachers with experience in teaching early childhood education. The results show that digital literacy influences the development and methodology of visual, auditory and kinesthetic learning sessions, since it is known that infants are in the digital era where many of them know how to use a variety of tools and applications. Finally, digital resources are crucial in the performance of teachers and in the cognitive process of children. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Collaborative learning is crucial to be applied in the field of education especially when teaching the students to achieve effective learning. Since the spread of COVID-19, home learning has now been widely implemented and learning methods are generally transformed from conservative ones that required face-to-face meetings to online (using an internet connection as a medium). Teachers have experienced difficulties because the interactions and collaboration that usually can be obtained in offline (face-to-face) sessions do not occur during online sessions. The use of Augmented Reality technology is believed to solve this problem. However, the current framework is quite difficult to be find and also rarely discusses collaborative learning topic. Researchers see a gap and try to bridge it by developing an Augmented Reality framework called Bee AR Teacher for collaborative learning. Bee AR Teacher collaborative learning framework is expected to be able to help developers or researchers to create Augmented Reality solutions that can help teachers create their own applications so it can be used by the students.Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.
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Affected by COVID-19, many mathematics courses in college are currently taught online. However, studies revealed its effect is unsatisfactory. For this problem, many scholars thought the teaching method of teachers is one of the main affecting factors and discussed many different teaching methods. Based on these teaching methods, we interviewed 273 college students majoring in mathematics with questionnaires in China and explored the effectiveness of different teaching methods with the way of neural network analysis. It could be found that there are twenty-one main teaching methods that can promote the mathematics academic achievement of college students during online teaching. Among them, the methods such as teachers uploading electronic teaching materials for students to learn before class, teachers using electronic equipment to demonstrate the derivation process to the students in class, teachers showing students universal errors through the network platform and giving correct answers, and teachers tutoring students individually through the network platform after class is the most influential four teaching methods. Meanwhile, there are four main teaching methods that can hinder the improvement of mathematics academic achievement of college students during online teaching, which are teachers use the voice function to teach knowledge in class, teachers play prefabricated teaching videos in class, teachers encourage students to use network technology to discuss with each other in class, teachers evaluate students' homework in text after class. © 2022 ACM.
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The global pandemic caused by COVID-19, has boosted the integration of online learning in Higher Education settings (HE), and traditional universities have been forced to adapt to hybrid learning systems. Digital Transformation is a process that must be carried out by universities and requires substantial and strategic changes in all of its processes. This work presents the case of a university created and developed fully online. The experiences of this university can be useful for other institutions that need to follow a similar path. The presented research was developed in the framework of a European project: "Empower Competences for Onlife Learning in HE'' (ECOLHE), developed by a consortium of institutions from several European countries. This research applies several data gathering tools such as in-depth interviews with academic government, focus groups involving teachers-researchers, teachers-tutors and administrative staff and an online survey administered to students. In this work, visions on the elements and difficulties of a digital university are presented: technology must be a way for the improvement of teaching, research, and knowledge sharing, and the change from a traditional face-to-face setting to an online or hybrid system doesn't consist in only applying digital technologies. In addition, we present some lessons learnt that are useful for the implementation of digital transformation in HE institutions. © 2023, Ibero-American Association for Distance Higher Education (AIESAD). All rights reserved.
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This study is intended to analyze the impact of online and offline mixed teaching methods for university students due to COVID-19. The study was conducted when the government relaxed the restrictions imposed during the COVID-19 period. So, the questionnaire was created using Google Forms and then 550 Questionnaires were distributed via email. On 15 November 2021, data collecting began and ended on 16 December 2021. To test the hypotheses, this study utilized the structural equation modeling technique. The study result shows that the factors of technology quality, teaching tools, teacher presence, students' expectations, interaction, and course content all have an impact on student satisfaction and performance. Students' performance will improve if they are satisfied with the learning approach they are using. Any learning method's success or failure is determined by a student's performance. According to the study's findings regarding student performance, the usage of an online and offline mixed teaching method had a positive impact on students' learning during the pandemic era caused by COVID-19. Therefore, the study shows that the mixed learning method is growing in the post-pandemic learning environment, most notably making students more flexible and involved in the learning process.
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Introduction: Formal education is the smooth pathway for learning, or gaining of knowledge, skills and values in a controlled atmosphere with the avowed goal of instructing students. The deadly infectious disease COVID-19 had a significant impact on the global economy and education sector forced many schools and colleges to remain closed temporarily. So, many colleges and universities have begun to offer online courses as a viable alternative to traditional face-to-face instruction. Nearly 30% of students were taking a course online with 21% growth rate for online enrollment of the overall higher education student population. Aim and Objective: The aim of the study is to assess the level of satisfaction on online teaching method among undergraduate students with their selected demographic variables. Methodology: The study was a descriptive cross-sectional study conducted with 100 undergraduate students selected by using purposive sampling technique. Satisfaction level was assessed by using self-structured Student's satisfaction scale. Results: 1(1%) of the student was dissatisfied, 1 (1%) of the student was moderately dissatisfied, 67 (67%) of the students were moderately satisfied and 31 (31%) of the students were satisfied with online method of teaching. The overall mean score on level of satisfaction online teaching method was 74.72 +/- 11.14. Conclusion: Domains such as teaching strategies, student involvement and learning outcome are critical for educational management to achieve higher levels of satisfaction and performance for online courses among students.
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OBJECTIVES: Since 2020, with the entire world in crisis over the coronavirus pandemic (COVID-19), medical students have adapted to hybrid and distance learning. This study aims to compare the learning outcomes of students learning the procedure of fractional curettage in an online video-assisted teaching program to those of students learning the procedure in a traditional class. METHODS: A quasi-experimental study was conducted among fourth-year medical students who rotated to Obstetrics and Gynecology courses between April 2021 and October 2021. Participants in the first two rotations were enrolled in traditional classes, and the online video-assisted teaching program was introduced in the subsequent two rotations. Both study groups took OSCEs (objective structured clinical examinations), a pre-test and post-test with MCQs (multiple choice questions), and a confidence and satisfaction level questionnaire. RESULTS: A total of 106 fourth-year medical students, 54 in the traditional group and 52 in the online video-assisted teaching program, were recruited. The online video-assisted group showed a statistically better mean OSCE score (85.67 ± 11.29 vs. 73.87 ± 13.01, p < 0.001) and mean post-test MCQ score than the traditional group (4.21 ± 0.87 vs. 3.80 ± 0.98, p = 0.0232). Moreover, the mean difference between the two groups' pre and post-test MCQ scores was significantly different (0.96 ± 1.37 vs. 1.79 ± 1.50 in traditional and online video-assisted teaching program groups, respectively, P = 0.0038). The participants in the experimental group reported significantly greater confidence (P < 0.001) in performing the fractional curettage procedure. However, the mean satisfaction score was significantly higher in the control group (p = 0.0053). CONCLUSION: The online video-assisted teaching program on the fractional curettage procedure, a necessary and skill-demanding procedure, is an effective and advantageous education tool that improves skills, knowledge, and confidence in fourth-year medical students. We recommend that the video-assisted teaching program is another effectively procedural teaching method for medical students.
Subject(s)
COVID-19 , Students, Medical , Humans , Educational Measurement , COVID-19/epidemiology , Learning , Physical Examination , TeachingABSTRACT
The Universidad Autonoma de Nuevo Leon (UANL) is a large public university situated in Monterrey, Mexico. Most of the programmes, including a pharmacy related programme (Quimico Farmaceutico Biologo/Chemist Pharmacist Biologist), were running at the university until the pandemic. A lockdown was put in place where it was established that schools and non-essential jobs should be carried out from home. Since then, the UANL has started a training effort to migrate all current classes to online emergency educational schemes. Microsoft Teams was designated as the main platform. Students and faculty members were trained in its use and, after one month, classes were successfully restarted on this platform. The chosen platform was used to create virtual classrooms, problem-based learning was encouraged, and videos and discussion panels were used especially in place of pre-COVID-19 planned laboratory classes. The semester ended with good results, but faculty member training continues and the adaptation to a better organised online programme is now running. Options to try to compensate the lack of in person laboratory classes are still being explored. Copyright © 2020 FIP.
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The present study investigates how digital education and the global pandemic crisis influence the reconstruction of teaching strategies through the lens of the pedagogical concept of educational innovation. We contribute to the debate in the specialized literature that discusses the possibilities and limits of the reconstruction of didactic strategies in primary schools as part of a broad process of innovation in education. Identifying the problems faced by primary school teachers, before and after the Covid moment, as well as outlining teaching strategies based on the solutions proposed by them, is a priority in the process of rebuilding the education system. Also during the pandemic, the two main issues raised by an OECD survey of 59 countries were students' access to technology and teachers' ability to find ways to carry out their activities using technology. Data from the Teaching and The International Learning Study (TALIS) show that in many countries, teachers' skills regarding digitization in educational practice are still limited. Remaking didactic strategies, especially in primary school, is necessary to reduce the gaps faced by the current generation of students, those who are the main beneficiaries of the educational act and those who suffer first when the quality of the educational system decreases. [ FROM AUTHOR]
ABSTRACT
The global pandemic caused by COVID-19, has boosted the integration of online learning in Higher Education settings (HE), and traditional universities have been forced to adapt to hybrid learning systems. Digital Transformation is a process that must be carried out by universities and requires substantial and strategic changes in all of its processes. This work presents the case of a university created and developed fully online. The experiences of this university can be useful for other institutions that need to follow a similar path. The presented research was developed in the framework of a European project: "Empower Competences for Onlife Learning in HE" (ECOLHE), developed by a consortium of institutions from several European countries. This research applies several data gathering tools such as in-depth interviews with academic government, focus groups involving teachers-researchers, teachers-tutors and administrative staff and an online survey administered to students. In this work, visions on the elements and difficulties of a digital university are presented: technology must be a way for the improvement of teaching, research, and knowledge sharing, and the change from a traditional face-to-face setting to an online or hybrid system doesn't consist in only applying digital technologies. In addition, we present some lessons learnt that are useful for the implementation of digital transformation in HE institutions.
ABSTRACT
The COVID-19 pandemic disrupted classroom instruction at every level, in every field, around the world. Graduate business programs, which are largely centered on "high-touch " interaction and exchanges among peers and with instructors via student-oriented learning approaches, faced a common challenge: a possible compromised learning experience resulting from the suspension of in-person education. This paper chronicles personal and professional transformations experienced by the authors while teaching four second-year electives at a graduate business school during the 2020-21 academic year. We reflect on how a particular mindset and specific strategic choices led to effective online teaching, mitigating the negative impact of the upheaval. We also consider this experience as a basis for developing online/offline "ambicultural " teaching methods for adoption in the post-pandemic world. Academics may find this account to be a useful learning tool and a guide for transforming their teaching in both the virtual and in-person classroom environments.
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Due to the COVID-19 pandemic, the teaching of Biopharmaceutical Engineering course was carried out online and completed with satisfactory outcomes. In order to improve the efficiency of online teaching, ensure the substantive equivalence between online and offline teaching and achieve effective teaching, this article summarized the exploration and practical experience of online teaching, taking the Biopharmaceutical Engineering course as an example. This includes analysis of learner characteristics, selection of online teaching platform, development of teaching resources, optimization of teaching contents, BOPPPS teaching method-based design of teaching structure, and reflection of effective teaching. This paper is expected to provide a useful reference for online teaching.
Subject(s)
Biological Products , COVID-19 , Humans , PandemicsABSTRACT
The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly. © 2022, Commonwealth of Learning. All rights reserved.
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The COVID-19 global pandemic emergency forced us to replace the "traditional and in presence" clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students' perception of the v-PBLs compared to the traditional veterinary clinical training (t-VCT). The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical cases shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in the v-PBL than in the t-VCT group. The students of the v-PBL group perceived that they could not improve their practical clinical skills through online sessions, and they emphasized how it could be employed as support for traditional practical activities. All the students are satisfied with the supervision and considered the training correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education.
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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.
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Background: Since the COVID-19 pandemic, the demand for online courses has increased enormously. Therefore, finding new methods to improve medical education is imperative. Objective The aim of this study was to compare the self-reports of the individual student-centered virtual teaching techniques (seminar versus fishbowl) in a group of medical students. Methods: During the second semester of 2020, students in the clinical phase of the study (n = 144) participated in the optional subject of Sports Medicine. The students were divided into 2 groups. One group (n = 72) received the knowledge transfer in the form of a virtual seminar, the other group (n = 72) in the form of a virtual fishbowl. Results: Virtual seminar and virtual fishbowl students gave insights into these teaching techniques. Most of the students from the virtual fishbowl group believed that the virtual fishbowl format allowed them to be more actively involved in learning. The mean quiz scores were statistically higher for students in the virtual fishbowl group than students in the virtual seminar group (p < 0. 001). Conclusion: This study concluded that virtual seminars and virtual fishbowl formats could be served as structured learning and teaching formats. At the same time, the virtual fishbowl format can promote an active exchange of knowledge from students' perspectives. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The COVID-19 pandemic forced teachers to suddenly stay at home and adapt to a change in our educational style. The form of education forced by the pandemic still persists at Slovak universities. Now, our students learn online only for two years already, without any personal contact with their teachers or classmates. This situation revealed our unpreparedness, both technological and also pedagogical. During the last years, we have continuously eliminated technological problems, but unfortunately, the pedagogical shortcomings still persist. The paper presents the project "Holistic Education and Training of University Teachers in the Field of Economics", which main goal is to create and evaluate an educational platform for teachers with a focus on the crucial knowledge and skills of teachers, important for transition into student-centered education not only in the field of economics. Outcomes of the project help teachers to master new pedagogical approaches, methods that are supportive of education innovation that leads into understanding how to encourage key competencies of our students. In this contribution, we identified the challenges that we face in connection of undergoing reforms in order to reflect changes in the human society and present the mentioned project that supports the teachers to do their job better. © 2022 Croatian Society MIPRO.