Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.

The significance of educational level in acquiring good literacy of COVID-19: a case study in Indonesia

Background. Surveys on Public Knowledge, Attitude, and Practice (PKAP) have been conducted in various countries with respondents from the public as well as health workers. Measuring the knowledge of the public about COVID-19 is very important to determine the knowledge gap among the public and also as an evaluation of the preventive efforts for COVID-19. Objective. The purpose of this research was to determine whether education level is a factor that affects one's literacy about COVID-19. Materials and Methods. This is cross-sectional research with online-based data collection using the Kobo toolbox application. The data collection was carried out from the 19th of April until the 2nd of May 2020. The number of people under study is 792. The level of knowledge was measured using 12 research questions with true or false question types. the multivariable logistic regression was carried out. Results. Most of the respondents (52.5%) were in the young age group (15-35 years old), were male (57.3%), and had a bache-lor or diploma education level (62.1%). Furthermore, most of the respondents had good knowledge (65.4%). The higher the respon-dents' educational level means, the better knowledge they had concerning COVID-19 (P=0.013). Conclusions. Public knowledge about COVID-19 is affected by their level of education. A good level of knowledge about COVID-19 was found among respondents with master's and doctoral degrees. This finding can contribute to the prevention of COVID-19, in which the priority of educating communities about COVID-19 should be given to those having an educational level below a master's degree.Copyright © the Author(s), 2023.

Knowledge, attitude and practices of teledentistry during the COVID-19 pandemic in Southern Saudi Arabia

Aim: The aim of this study was to assess the knowledge, attitudes and practice of teledentistry during COVID-19 among dentists in Southern Saudi Arabia. Material(s) and Method(s): A questionnaire with 27 questions was constructed, validated and circulated electronically via social media channels like WhatsApp and by email to dentists from various fields in Southern Saudi Arabia. Data were collected and analyzed using the statistical software SPSS 23.0. Result(s): Most of the respondents showed a positive behavior towards all domains of the questionnaire, including knowledge, attitude and practice of teledentistry. Out of 839 participants, 532 participants were familiar with this term, most of them (64.4%) were practicing it during the pandemic of COVID-19. Discussion(s): It is an emerging technique that has the ability to improve the delivery of dental care diagnosis to communities with limited access or no access to specialists. As of today, there is a need for improvement in practicing it among the Saudi dental community.Copyright © 2022, Derman Medical Publishing. All rights reserved.

"This can be a powerful tool": Peer sexuality education during the COVID-19 pandemic

The COVID-19 pandemic has resulted in shifts in college education and subsequently peer sexuality education for college students. We examine one case study of a peer sexuality education group's challenges and benefits of navigating from in-person to online sexuality education work. We include reflexive journal entries from past and current members (n = 5), a survey from past and current members (n = 4), and organizational artifacts. We find challenges from both the peer education work itself and within the organization as well as benefits of accessibility and addressing marginalized topics in online spaces. Our findings suggest that future virtual peer education may require strong infrastructure and virtual education skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Mixed Reality Enhanced Otolaryngology Case-Based Learning: A Randomized Educational Study.

INTRODUCTION: The COVID-19 pandemic has caused unprecedented disruptions to medical education. Education in medical specialties, such as otolaryngology faces multiple challenges, including reduced bedside and "hands-on" training opportunities at all levels. Educators are turning to technological advancements to deliver effective remote medical education. This study investigated the value of enhancing traditional remote case-based teaching with the HoloLens2™. METHODS: We present a randomized educational design study. All educational content, media, and learning outcomes were identical. Primary outcome measures included student performance as measured with pre- and post-intervention quizzes and student engagement as measured by a tally-mark system. Secondary outcome measures, collected using feedback questionnaires, included perceived enjoyment, engagement, and opinions regarding the educational role of this technology. RESULTS: The undergraduate medical students were randomized to either conventional or HoloLens2™ enhanced remote case-based teaching (n = 56). HoloLens2™ enhanced teaching improved student performance by an average of 3 marks of 15% (p < 0.001). It was engaging and encouraged questions 4-fold per session (p < 0.05) when compared to conventional remote case-based teaching. There was no significant difference in overall objective measurements of engagement. Students taught using HoloLens2™ agreed that the teaching was enjoyable, effective in concept demonstration, and encouraged engagement. CONCLUSIONS: Remote teaching has allowed for the continuation of medical education in uncertain times. Beyond COVID-19, we predict that there will be a paradigm shift toward remote learning as new technological advancements emerges. These novel technologies may prove invaluable in the future potentially enabling education to be delivered between different hospitals, universities, and even overseas. LEVEL OF EVIDENCE: NA Laryngoscope, 2022.

A Qualitative Study of Medical Students' Perspectives on Distance Learning During COVID-19.

Introduction: With the Coronavirus disease 2019 [COVID-19] pandemic, changes were undertaken out of necessity to allow medical students to continue their education. The aim of this study is to create key themes for educators to consider when implementing distance learning strategies into the curriculum based on 2nd year graduate entry medical students experience of learning and engagement with the use of distance learning during the COVID-19 pandemic. Materials and Methods: A qualitative study with a phenomenological methodology was set within a constructivist paradigm. A volunteer sampling strategy was used to recruit participants. Nine semi-structured, audio-recorded interviews were undertaken and transcribed verbatim. A thematic analysis was undertaken of the transcripts using the Braun and Clarke framework with an open-coded approach. Results: Exploration of the student experience generated an understanding of the learning process. The concept of adaptability emerged based on the themes of technology, environment, study skills and human interaction. Discussion: Necessary changes to the formal curriculum affected medical students learning and experience that demanded adaptability. The 'new normal' generated a context within which students were communicating and interacting in ways creating individual challenges for students and educators. Conclusion: With the advancements in information, communication and technology, distance learning is likely to be further incorporated in undergraduate training long term. Its position should be one that is harmonious within the wider educational realm that engages and meets the needs of the students. The rich understanding exposes adaptations and considerations for educators to improve the student experience.

Teaching Effective and Gamified Cybersecurity using the Metaverse: Challenges and Opportunities

The COVID-19 pandemic caused a tectonic shift in the way that institutions, ranging from k-12 to higher education, approach their teaching and learning strategies. It is an understatement to say that teaching effective and gamified Cybersecurity courses amidst the COVID19 pandemic placed an extreme pressure on faculty. While Zoom, WebEx, and Google Classroom virtual meeting were sufficient for some, others were in pursuit of platforms which could address the hands-on interaction component that happens in a class setting while isolating and/or removing some of the distractive and engagement-adverse ingredients that occur in traditional remote meeting platforms. To this end we present some challenges and opportunities which exist in the intersection of Cybersecurity learning and teaching through the Metaverse. As an extension we plan to measure the effectiveness of Metaverse towards Cybersecurity gamified remote learning by providing future research directions towards the ultimate goal of metamorphosing traditional Cybersecurity classrooms. © 2023 IEEE.

Effective Methodology for Teaching and Assessment of Laboratory-Intensive Courses during Covid-19 School Restrictions

All in-class teaching in the Republic of Trinidad and Tobago, West Indies was suspended on Friday, 13th March 2020, because of the COVID-19 global health crisis. These restrictions remained for the commencement of the new academic year 2020-2021, which began in September 2020, thus jeopardizing the delivery of course content at the University of the West Indies, St. Augustine campus using the traditional in-class methodology. This paper presents an effective methodology for teaching and assessing laboratory-intensive courses during COVID-19 school restrictions. A mandatory level-two laboratory course of the Department of Electrical and Computer Engineering at the UWI was utilized as the basis of this study, which aimed at demonstrating that the methodology prevented student performance from degrading below what was experienced in the past five academic years. Feedback questionnaires were also administered to students, highlighting the key benefits they gained.

Mental health training needs of physicians in Bangladesh: Views from stakeholders

Bangladesh is a lower-middle-income country with a high burden of mental health conditions and inadequate health systems. Prior research in similar settings has found that training physicians in mental health literacy can contribute to reducing the mental health treatment gap and strengthening the mental health care pathway. This study explores the need for mental health training for physicians by gathering stakeholders' perspectives and proposes recommendations for designing a mental training program in the context of Bangladesh. Key informant interviews were conducted among psychiatrists (n = 9), and mental health entrepreneurs (n = 7);one focus group discussion was conducted with psychologists (n = 8);and one-on-one interviews were held with physician (n = 17). Due to the COVID-19 restrictions, all interviews were conducted online, recorded and transcribed. Transcriptions were analyzed thematically, utilizing both an inductive and deductive approach. The data analysis from forty-one stakeholders generated three major themes and eight subthemes. Stakeholders perceived that the inadequate mental health system and low mental health awareness among physicians significantly contribute to the mental health treatment gaps. Stakeholders emphasized the need to include mental health training for physicians to increase skills related to identification and management of mental health conditions. Stakeholders suggested some basic components for the training content, feasible modalities to deliver the training, and implementation challenges. Recommendations included utilizing online training, ensuring interesting and practical content, and incorporating certification systems. At a systems level, stakeholders recommended including a mental health curriculum in undergraduate medical education, capacity building of other healthcare workers and increasing awareness at the policy level. There is clear agreement among stakeholders that implementing mental health training for physicians will promote universal health coverage and reduce the mental health treatment gap in Bangladesh. These findings can support creation of policies to strengthen the care pathway in countries with limited resources.Copyright © 2022 The Authors

The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course.

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

Perspectives of online anatomy teachers: A neglected study population struggles with the invisible student.

Online teachers are an under-researched population, but their perspectives are crucial to the successful implementation of online education. A fully online section of an established face-to-face (F2F) two-semester undergraduate anatomy course with a prosection laboratory commenced in 2012 at The University of Western Ontario, Canada. Professors' lectures for F2F students were broadcast in live and archived format to online students using Blackboard Collaborate (BBC) video conferencing software. Teaching assistants (TAs) delivered online laboratories using BBC and three-dimensional (3D) anatomical computer models. This study explored the common experiences and issues faced by the course teachers from 2012 to 2014. Transcripts from open-ended, individual interviews with professors (n = 4) and TAs (n = 5) were coded and analyzed thematically. The teachers' concern for their inability to see the students during sessions to assess class engagement and their teaching effectiveness, and to develop social relationships, was the main finding. However, video conferencing software and email were sufficient communication methods for the students' questions and the teachers' answers. The TAs noted usability challenges and anatomical inaccuracies in the 3D models compared to cadavers. Due to limitations of BBC's screen sharing function, live manipulation for the 3D computer models was not possible; however, the TAs found pedagogical value in using screen captures of the models for drawing activities with the students. Overall, preparation time for teaching online was longer than for F2F. The study's findings provide science educators with issues to consider when preparing for online teaching and recommendations to optimize the teaching experience.

Giving It the Old College Try: Academic Departments and Undergraduate Curriculum Change in Political Science, 2009–2019

Thirty years after the last APSA-sponsored recommendations on the structure of the undergraduate political science major, new efforts at curriculum reform are under way. As a prelude to how the profession might respond, this article examines how political science departments made undergraduate curriculum changes during the 2010s. Based on a survey of department chairs in 2019–2020 (prior to the onset of the COVID-19 pandemic in the U.S.), one-half of political science programs changed major requirements in the previous five years and 70% made revisions during the decade. Most changes involved adding courses or tracks and modifying course sequences within the prevailing model of subfield distribution. Assuming departments are rational actors seeking to improve student learning and respond effectively to the educational marketplace, various explanations of curriculum change were tested. Structural variables (institutional type and departmental factors) had no significant effects. Nevertheless, the survey revealed learning-based (acquiring disciplinary knowledge, developing intellectual skills) and market-based (concern about enrollments) motivations for change, as well as institutional constraints. Among curricular alternatives to the distribution model, evidence indicated greater support for promoting liberal learning outcomes. Moreover, the civic engagement movement influenced departmental decision-making. However, few programs made curriculum changes related to diversity, equity, or social justice, notable concerns among students and within the discipline. © 2023 Taylor & Francis Group, LLC.

ATTITUDES TOWARD STATISTICS ARE BETTER IN TRADITIONAL COMPARED TO ONLINE COURSES, AT LEAST UNTIL COVID-19

We examined students' initial and concluding attitudes toward statistics based on course delivery methods. Students enrolled in either traditional or online undergraduate statistics courses (N = 196) completed the Survey of Attitudes Toward Statistics-36. At the beginning of the semester, students in traditional courses felt better about the course and believed it would be easier, compared to students taking statistics online. Attitude differences, however, were mitigated as traditional courses were forced online by the pandemic, and distinct attitudinal differences were not observed at the semester's end. With limited offerings and restrictions on the delivery of traditional courses in the COVID-19 era, statistics educators should be cognizant of student attitudes, their potential for change, and how to best influence positive attitude shifts for different instructional formats © International Association for Statistical Education (IASE/ISI)

The impact of COVID-19 on tertiary statistics teaching practices in Australia

Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. Although a plethora of research has examined how the implementation of emergency online learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. We conducted an exploratory, two-phase, mixed-method study to consider how the implementation of EOL during COVID-19 impacted the teaching of research methods and statistics at tertiary institutions in Australia. A sample of 21 tertiary educators in Australia (52% females, 48% males), aged 26-55 (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing experiences with online teaching and COVID-19 EOL. Of this cohort, we interviewed three educators about their experience in teaching statistics;changes in teaching conditions from 2019 to the present;challenges and advantages of EOL;and student satisfaction, engagement, and performance. Overall, we found that previous experience with online learning was a better indicator of success in EOL than years of teaching in general. Educators also felt underprepared and underresourced from their institutions. Many challenges of EOL were identified, with access to statistical software being the key challenge unique to teaching statistics. Overcoming technological inequities was recommended to improve EOL outcomes in the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluating the effectiveness of co-requisite education for gateway mathematics

The purpose of this study was to evaluate the effectiveness of co-requisite education on gateway mathematics, predicated on the Reinforced Instruction for Student Excellence (RISE) model, at a large urban community college (LUCC) in North Carolina. The research study explored the success rates in gateway mathematics courses in relation to the COVID-19 pandemic as well as the educational model;investigated the relationship between co-requisite course success and the associated gateway mathematics course success;and compared the findings to the anticipated and realized outcomes of the system office. Overall, students enrolled in a standalone gateway course had higher success rates in every gateway mathematics course than their counterparts who required a supplementary co-requisite course. In relation to the COVID-19 pandemic and switching of education models, there were substantial differences in success rates for students enrolled in standalone gateway mathematics courses. And, for students enrolled in a gateway mathematics course alongside a co-requisite, there was a significant relation between student success in gateway mathematics courses and student success in the respective co-requisite course. These findings provide a more comprehensive perspective of co-requisite remediation through five gateway mathematics courses over a single course;additionally, it supplements prior research surrounding North Carolina Community College System's RISE model. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Instruction Modality and Writing Intensive Undergraduate Research Success: A Case Study

This paper explores if, and to what extent, shifting instruction modality influenced student learning outcome success in a writing intensive undergraduate course when COVID-19 shifted the method of the course's delivery. With consistency in the instructor of record and writing prompt, the present study isolated and evaluated variability across student performance as assessed by final research project grades produced by the instructor, and assessment scores by two independent evaluators. Results show that instruction modality is associated with student performance. Students enrolled during the transitioning 2020 period earned lower grades on their final project as assessed by the instructor of record than students did in other course modalities. Additionally, these students performed lower in the areas of comprehension and citation. Students enrolled in 2021 hybrid class performed objectively lower, with lower scores on their final project and in the domains of clarity, comprehension, courtesy, cleverness, and citation in comparison to their pre-COVID-19 2019 face-to-face peers. Writing intensive capstone courses require faculty to work closely with students;students are more focused and attentive to improving the quality of their research papers and perfect their writing when faculty provide individualized attention to students in a face-to-face teaching modality. © 2023 Academy of Criminal Justice Sciences.

Crisis, change and the future for teaching and learning in general practice.

OBJECTIVES: The aim of this study was to explore the decisions and decision-making strategies employed by academic GPs tasked with adapting the delivery of undergraduate general practice education curricula to virtual platforms during the Covid-19 pandemic. We sought to investigate how their experiences of this adaptation might influence the development of future curricula. METHODS: Recognising our 'insider' positions and constructivist paradigm preferences, we approached the study from a constructivist grounded theory (CGT) perspective and participants participated in semi-structured interviews. RESULTS: Nine participants from three university GP departments in Ireland described the transition to online delivery of the curriculum as a 'response approach'. Participants described seeking collaboration both within and between institutions. The value and limitations of student feedback as a driver for change differed between participants and recognised the impact of limited social engagement between peers on social determinants of learning. Participants with prior experience in e-learning were inclined to recommend some level of continuation. Two institutions plan to continue to incorporate aspects of blended learning. CONCLUSION AND IMPLICATIONS: All participants recognised a level of value (efficiency, social engagement and continuity) in online learning, they were less clear on the specific educational value and impact of this (e.g. on knowledge, skills and attributes). We need to consider which elements of undergraduate education can be delivered effectively online. Maintaining the socio-cultural learning environment is of critical importance but must be balanced by efficient, informed and strategic educational design.

Online anatomy education during the Covid-19 pandemic: Opinions of medical, speech therapy, and BSc Anatomy students.

With the emergence of the Covid-19 pandemic in 2020, it was difficult to predict if the "cadaveric-based (golden) standard" of teaching anatomy would be possible in the unforeseeable future. This forced traditional anatomical teaching and learning practices to be transitioned to remote online platforms. This study explored the opinions of anatomy students (n = 51), on their online learning experience of anatomy during the Covid-19 pandemic. A mixed methods approach using a descriptive, exploratory study design was conducted, by use of an online survey. The survey consisted of a six-point Likert scale and was assembled into four sub-categories. Likert scale options ranged from; strongly disagree, to strongly agree, and not applicable. Results obtained seem to tally with expectations, indicating an adequate theoretical course component with room to improve practical online teaching. Most participants had a positive perception of the theoretical course content, duration, and platforms of communication. Virtual classes were simple to navigate with few technical difficulties experienced by the participants. Students also noted having access to sufficient study material, videos, and additional online material. Overall, more than half of all participants reported adapting well to the remote learning environment, however, the greatest challenge experienced highlighted a sense of deprivation from the lack of cadaver exposure and hands-on instruction. This research highlighted the effects of the pandemic on the modality of anatomy education and how it affected students. Although anatomy is multi-modal, it can be concluded that it is possible to achieve academic success by using online learning methods.

Fostering uncertainty tolerance in anatomy education: Lessons learned from how humanities, arts and social science (HASS) educators develop learners' uncertainty tolerance.

Uncertainty tolerance, individuals' perceptions/responses to uncertain stimuli, is increasingly recognized as critical to effective healthcare practice. While the Covid-19 pandemic generated collective uncertainty, healthcare-related uncertainty is omnipresent. Correspondingly, there is increasing focus on uncertainty tolerance as a health professional graduate "competency," and a concomitant interest in identifying pedagogy fostering learners' uncertainty tolerance. Despite these calls, practical guidelines for educators are lacking. There is some initial evidence that anatomy education can foster medical students' uncertainty tolerance (e.g., anatomical variation and dissection novelty), however, there remains a knowledge gap regarding robust curriculum-wide uncertainty tolerance teaching strategies. Drawing upon humanities, arts and social sciences (HASS) educators' established uncertainty tolerance pedagogies, this study sought to learn from HASS academics' experiences with, and teaching practices related to, uncertainty pedagogy using a qualitative, exploratory study design. Framework analysis was undertaken using an abductive approach, wherein researchers oscillate between inductive and deductive coding (comparing to the uncertainty tolerance conceptual model). During this analysis, the authors analyzed ~386 min of data from purposively sampled HASS academics' (n = 14) discussions to address the following research questions: (1) What teaching practices do HASS academics' perceive as impacting learners' uncertainty tolerance, and (2) How do HASS academics execute these teaching practices? The results extend current understanding of the moderating effects of education on uncertainty tolerance and supports prior findings that the anatomy learning environment is ripe for supporting learner uncertainty tolerance development. This study adds to growing literature on the powerful moderating effect education has on uncertainty tolerance and proposes translation of HASS uncertainty tolerance teaching practices to enhance anatomy education.