Achieving success in online teaching and learning: Strategies

Student enrollment for online education has seen a constant rise over the last two decades (Dixson, 2015) and has been very popular even before the COVID-19 pandemic. However, the unprecedented acceleration toward online teaching in Winter 2020 has taken many education institutions by surprise. This unwanted rapidness in transition to online teaching has created challenges for students, educators, and administrators alike. In this chapter we hope to bring some of those challenges to light. We present a literature review along with our own reflections on how student engagement has changed due to this sudden, unplanned transition to online teaching. Students and instructors are finding it difficult to navigate through these troubled times. We provide some suggestions on how to overcome these concerns. © Springer Nature Switzerland AG 2021. All rights reserved.

Challenges of adapting to online teaching during the COVID-19 pandemic in Compulsory Secondary Education

The pandemic caused by COVID-19 meant an important change in the approach to teaching-learning strategies at all educational levels, since the face-to-face model had to be forcedly adapted to other hybrid or online models. Different national and international reports advocated carrying out this transformation for the benefit of all students, regardless of health measures. This research aims to analyze the variability of teaching methodologies of Compulsory Secondary Education and Baccalaureate teachers in face-to-face format with the didactic actions undertaken for the development of online activities during the confinement period of the 2019-2020 academic year in centers of the Community of Madrid. For this, a questionnaire was designed that, online, was sent to all the centers in which the students of the Master's Degree in Teacher Training (UCM) carried out their curricular practices, obtaining a total of 226 responses. For data analysis, a descriptive analytical model was carried out, using a cross-sectional design to determine differences between the members of the sample. The conclusions show that the low use of digital resources in the classroom on a regular basis is related to the increase in difficulties and discomfort of teachers in facing virtual teaching situations. In turn, the difficulties and discomfort of the younger teachers is similar to that of the older teachers, so some years of experience in the educational center are necessary to implement virtual teaching. © 2023, AUFOP. All rights reserved.

Virtual Teaching in the Applied String Studio During the COVID-19 Pandemic

The purpose of this survey study was to describe technologies and lesson formats used in virtual applied studio string lessons precipitated by shelter-in-place measures taken in response to the COVID-19 pandemic and to explore teachers' adaptations, perceptions of effectiveness, and feelings toward virtual lessons. Research questions that guided this study included the following: (a) What technologies and lesson formats did teachers use in virtual applied string lessons? (b) How did teachers adapt their teaching approaches to virtual lessons? (c) Did teachers feel these lessons were effective? and (d) What affective responses did teachers have to these lessons? Data were gathered from members of the American String Teachers Association (ASTA;N = 301) who self-identified as "private studio teachers” in their online profiles. Findings illustrate what equipment and technology participants employed in virtual lessons. They also indicated a relatively high rating of participants' self-perceived effectiveness when teaching virtual lessons and that studio teachers had mixed affective responses to the experience. Participants indicated difficulties when teaching tone in the virtual format, which was consistent with their open-ended responses that frequently cited poor sound quality online.

Virtual Shadowing: An Effective Approach to Gaining Exposure to the Field of Emergency Medicine.

Purpose: Shadowing is an important part of medical student education. The COVID-19 pandemic limited medical students' hospital access. At the same time, virtual access to learning experiences has expanded greatly. In response, we implemented a novel virtual shadowing system to provide students with convenient and safe exposure to the Emergency Department (ED). Patients and Methods: Six EM faculty hosted 2-hour virtual shadowing for up to 10 students per experience. Students registered via signupgenius.com. Virtual shadowing was conducted using a HIPAA-compliant ZOOM account on an ED issued mobile telehealth Monitor/iPad. The physician would bring the iPad into the room, obtain consent from patients, and ensure students were able to see the encounter. Between visits, students were encouraged to ask questions using the chat function and microphone. A short de-briefing followed each shift. Each participant received a survey about the experience. The survey consisted of 4 questions for demographics, 9 Likert style questions to assess efficacy, and 2 free response sections for comments and feedback. All survey responses were anonymous. Results: In total, 58 students participated in 18 virtual shadowing sessions with an average of 3-4 students per session. Survey responses were collected between October 20, 2020 and November 20, 2020. The overall response rate was 96.6% (56/58 surveys completed). Of respondents, 46 (82.1%) rated the experience as "effective" or "very effective" at providing exposure to Emergency Medicine. Fifty-three (94.6%) said they would participate in virtual shadowing in the ED again, and 48 (85.7%) would do virtual shadowing in another specialty were it available. Conclusion: We found virtual shadowing to be an easy to implement and effective way for students to shadow physicians in the ED. Even in post-pandemic times, virtual shadowing should be explored as an accessible and effective way to expose students to a broad array of specialties.

Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19.

This research used the qualitative multiple case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants drawn purposively from four large Ghanaian universities participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two management techniques in their virtual teaching-regulating the behaviour of learners and controlling instructional content. The research further uncovered that, although the teachers' complaints generally centred on environmental constraints and inadequate institutional support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call on university teachers involved in virtual teaching to personally seek a continual update of skills and competency in virtual delivery because it is an approach hinged on evolving technology.

Addressing the need for research into the effects of COVID-19 on teachers and students

This chapter reports on-the-ground observations of teaching in general and special education in the United States during the pandemic. These observations are intended to indicate some of the practical problems faced by general and special education teachers, not only in the United States. It offers suggestions for needed research regarding the details-the "nitty-gritty" of instruction and behavior management and how these might be different for in-person and virtual teaching. The observations and suggestions are intended to spur research of the problems that describe and help researchers think of other issues or difficulties they might address. More than two years after the COVID-19 pandemic began, many schools in the United States were completely or partially closed for in-person learning. Special education has become extremely uncertain for many students with disabilities placed in general education, sometimes leaving them "in limbo", as some have put it. Schools have been working fervently to increase students' social/emotional well-being, but students are still left with high levels of stress and anxiety, negatively affecting their success in school. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Students' and lecturers' perspectives on the implementation of online learning in medical education due to COVID-19 in Germany: a cross-sectional pilot study.

Background: During the coronavirus disease 2019 (COVID-19) crisis, many things changed in universities around the world. In-person learning was not possible. Instead, courses were offered in digital form. The sudden change posed enormous challenges to universities, students, and teachers. The aim of this study was to investigate the disadvantages as well as the advantages and opportunities of digital learning. Objective: This study investigated the evaluation of an elective module by medical students and teachers in the traditional in-person and virtual teaching forms during the COVID-19 pandemic. Methods: Using the elective module "Sports Medicine," which includes both lectures and practical units, the opinions of the medical students about conventional teaching compared to digital instruction were evaluated. In the winter semester of 2019/2020, all classes were taught face-to-face but had to be switched to virtual teaching in the summer semester of 2020 on an ad hoc basis due to the pandemic. The students were asked to answer questions on general conditions, participant behavior, instructor evaluation, skill acquisition, topic selection, and overall evaluation after both forms of teaching. Likewise, the lecturers of both courses were queried in semiqualitative interviews about the same topics. Descriptive data analysis was performed to process the data. Results: The students perceived digital teaching to be superior in most subareas compared to in-person teaching in terms of framework, instructor evaluation, skill acquisition, topic selection, and overall rating. Medical students seemed to feel better with digital teaching in most areas of evaluation. The lecturers found the new form of teaching rather unsettling and criticized the lack of verbal and especially nonverbal communication as well as the short preparation time for the new challenge. The instructors were uncomfortable with some aspects of the virtual teaching format. Conclusion: In the wake of the COVID-19 pandemic, medical schools should rapidly digitize their teaching offerings and support faculty members in their computer-based competence with continuing education opportunities and time resources.

Systematization of educational experiences in the context of transition to virtuality in the Faculty of Humanities and Educational Sciences, Uruguay

The suspension of face-to-face classes due to COVID-19 in Uruguay on 13 March 2020 meant that very quickly the teaching staff of the Faculty of Humanities and Educational Sciences (FHCE) of the University of the Republic had to adapt to the implemen-tation of virtual teaching. The aim of this article is to systematize the changes in university teaching in some courses of the FHCE during 2020, giving account of the perceptions of teachers about that first year of transition of modality. The methodological approach was carried out through the systematization of experiences, according to Jara (1994, 2019). Under this approach, the following were identified: a) main problems and challenges in the transition from the face-to-face classroom to the virtual classroom;b) pedagogical decisions regarding the adaptation of courses to the new format;c) methodologies applied between the first and second semester, and d) elements to be maintained or adapted in the return to face-to-face teaching. To this end, we worked with unstructured interviews, documentary records, categorization and triangulation of information related to the experiences and adaptations to the new scenario. The conclusions include contributions on the role of the teacher, pedagogical decisions, institutional tensions and teaching methodolo-gies, their regulatory support, evaluation, and the reconfigurations necessary in a post-pandemic context.

Implementation and evaluation of virtual teaching during covid-19 emergency

This article describes the emergency implementation, and evaluates migration results from in person to virtual teaching in a regional university center during Covid-19 emergency. Planned in advance online education experiences are significantly different from the courses offered online in response to a crisis, hence the relevance of assessing this emergency implementation of online education. Through a descriptive quantitative re-search, an assessment tool aimed for professors of courses taught during the first semester of 2021 was designed. The objective was to evaluate the implementation of emergency remote teaching from the perception of professors. Operational, instrumental and pedagogical strategies that were generated for the conti-nuity of teaching, and the teaching perspective on the change of modality, are covered in the article. Assessment results highlight the maintenance of the courses in real time, the preference of certain technological tools, the readjustments of the evaluation methods and the discovery of the possibilities offered by the new modality. Concerns focus on instru-mental aspects of access and management of technology and not of a pedagogical nature.

Sentiment analysis with artificial intelligence to improve the teaching- learning process in the virtual classroom

Introduction: In recent years, the teaching-learning process has been changing from face-to-face to virtual mode progressively worldwide, this was significantly accelerated due to the COVID-19 pandemic, where the classroom went from face-to-face to virtual format, af- fecting all levels of education, many countries had to make a leap to digital knowledge more out of necessity than technological growth, which leads to seeking solutions to new problems from the virtual environment. Today in the new normal from now on, the virtual environment will be developed in parallel with the face-to-face environment. The objective of this research was to identify the emotional state that students have in the virtual class- room, to allow the teacher to evaluate the perception that students have during their class session and thus improve their teaching-learning strategies in real time. Method: An application in artificial intelligence with neural networks was proposed to cap- ture the emotional state of students in the virtual classroom in real time to show the teacher the perception of their students during the virtual class session. Results: The results obtained allow to show the states of the group of students so that the teacher can perceive the sensation within their students at the time of the class and thus improve their teaching-learning strategies in real time. Conclusions: It is concluded that it is an efficient form of continuous improvement for active learning processes within the classroom in real time.

Sentiment analysis with artificial intelligence to improve the teaching-learning process in the virtual classroom

Introduction: In recent years, the teaching-learning process has been changing from face-to-face to virtual mode progressively worldwide, this was significantly accelerated due to the COVID-19 pandemic, where the classroom went from face-to-face to virtual format, af- fecting all levels of education, many countries had to make a leap to digital knowledge more out of necessity than technological growth, which leads to seeking solutions to new problems from the virtual environment. Today in the new normal from now on, the virtual environment will be developed in parallel with the face-to-face environment. The objective of this research was to identify the emotional state that students have in the virtual class- room, to allow the teacher to evaluate the perception that students have during their class session and thus improve their teaching-learning strategies in real time. Method: An application in artificial intelligence with neural networks was proposed to cap- ture the emotional state of students in the virtual classroom in real time to show the teacher the perception of their students during the virtual class session. Results: The results obtained allow to show the states of the group of students so that the teacher can perceive the sensation within their students at the time of the class and thus improve their teaching-learning strategies in real time. Conclusions: It is concluded that it is an efficient form of continuous improvement for active learning processes within the classroom in real time.

Impacts of the COVID-19 Pandemic on United States Emergency Medicine Education: A Council of Residency Directors in Emergency Medicine (CORD) Task Force Survey-Based Analysis.

Introduction The COVID-19 pandemic presented unpredicted challenges to Emergency Medicine (EM) education. The rapid onset of the pandemic created clinical, operational, administrative, and home-life challenges for virtually every member of the medical education community, demanding an educational and professional response at all levels including undergraduate medical education (UME), graduate medical education (GME), and faculty. The Council of Residency Directors in Emergency Medicine (CORD) COVID-19 Educational Impact Task Force was established in 2021 to examine these effects and the response of the EM educational community. Methods The Task Force utilized consensus methodology to develop the survey instruments, which were revised using a modified Delphi process. Both open- and closed-answer questions were included in the survey, which was initially distributed electronically to attendees of the 2021 Virtual Academic Assembly. Results were analyzed quantitatively and qualitatively. Results Sixty-three individuals responded to the first part of the survey (which addressed issues related to UME and GME) and 41 individuals responded to the second part of the survey (which addressed faculty and wellness). The pandemic's influence on EM education was viewed in both a positive and negative light. The transition to virtual platforms had various impacts, including innovation and engagement via technology. Remote technology improved participation in didactics and allowed individuals to more easily participate in departmental meetings. However, this also led to a decreased sense of connection with peers and colleagues resulting in a mixed picture for overall engagement and effectiveness. The Task Force has developed a list of recommendations for best practices for EM programs and for EM organizations. Conclusion The survey results articulated the educational benefits and challenges faced by EM educators during the COVID-19 pandemic. Through the challenging times of the pandemic, many institutional and program-based innovations were developed and implemented to address the new educational environment. These approaches will provide invaluable educational tools for future training. This will also prepare the EM academic community to respond to future educational disruptions.

Practical anatomy online learning among COVID-19 pandemic era: perceptions of 1 st -year MBBS students

Introduction: With the rise of the COVID-19 pandemic, digital learning has been implemented in medical colleges across India to continue the ongoing medical education. Anatomy is the basis of medical science and is best learned through offline classes that allow students to experience the texture of structures and handling of specimens. During this pandemic period, cadaveric dissection was not used to study anatomy. The aim of this study was to learn about students' attitudes regarding virtual teaching and learning in anatomy, as well as the problems they may confront. Material(s) and Method(s): A descriptive cross-sectional study was conducted in the department of anatomy among the 50 1 st -year MBBS students of All India Institute of Medical Sciences, Rajkot in April 2021. Google Forms were used to obtain informed consent from students. Prevalidated questionnaires were given online to the students and responses were noted and descriptive statistical data was derived from the analysis. Result(s): About 37 (74%) respondents found traditional classes are better than online teaching. Majority preferred to attend anatomy practicals offline with safety precautions. About 17 (34%) showed interest in prerecorded videos. About 35 (60%) students faced social isolation as an impact of online learning. Technical issues and distractions were the key problems faced while learning anatomy online. Conclusion(s): Prerecorded videos of the practicals are helpful in teaching anatomy practicals, and can be used in future to ensure an unbroken, continuous, and effective delivery of medical education.Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

Students' Engagement in Virtual Learning of Heritage Building During the Pandemic

The COVID-19 outbreak has caused a significant impact on the higher education system unprecedented in modern history. Learning institutions were closed, tight regulations enforced to encourage social and physical distancing and switched classes from face-to-face to online delivery (ODL). As a result, e-learning tools and platforms were explored to keep students engaged in learning during this pandemic. Although this virtual teaching–learning adaptation is not by choice and challenging for both educators and students, modern technology has encouraged us to explore a new interactive way of delivering knowledge and continue students' learning engagement. This paper focuses on the alternative teaching methods that have been conducted in Architecture Measured Drawing, which traditionally relies on physical interactions and interaction in the form of collaborative work in-studio learning and field trips. A case study of one (1) private university conducted the Architecture Measured course online in response to the pandemic has been investigated. This paper aims to identify the teaching and learning methods of this course during the pandemic and to analyze the level of students' engagement throughout the course. A survey was distributed to students enrolled in the module to gain feedback on their experience. Findings proved that the alternative method adopted has shown that students have experienced different types of engagement with each stage in the course. Students' engagement was maintained at a high level despite the shift and completed the course successfully. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Digital Competencies in Teachers of Regular Basic Education in Tacna-Peru

For some years, teachers' digital skills have been critical to the educational process;nevertheless, with the health catastrophe released by Covid-19, they have become critical. So, the purpose of this study was to examine and quantify the degree of digital literacy among instructors of Regular Basic Education at UGEL Tacna. The study used a hybrid quantitative-qualitative methodology and was mostly descriptive in nature. There were 1,329 teachers in the population and sample. The questionnaire and the interview were employed as instruments. The findings suggest that 49.89% teachers had a high degree of digital competence, while 12.19% have a basic level, which includes instructors at the elementary, primary, and secondary levels. Instructors get knowledge about web 2.0 technologies and their utility and application via interviews;it is advised that teachers enhance cognitive digital abilities. That is, the investigative skills geared toward the virtual environment and their development in pupils. It concludes by identifying the most critical training needs associated with the cognitive digital domain's medium-low level, establishing the necessity of developing a strengthening plan for cognitive digital skills that have not been developed satisfactorily, particularly in the creation of digital educational materials and related educational projects. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Sentiment analysis with artificial intelligence to improve the teaching-learning process in the virtual classroom

Introduction: In recent years, the teaching-learning process has been changing from face-to-face to virtual mode progressively worldwide, this was significantly accelerated due to the COVID-19 pandemic, where the classroom went from face-to-face to virtual format, affecting all levels of education, many countries had to make a leap to digital knowledge more out of necessity than technological growth, which leads to seeking solutions to new problems from the virtual environment. Today in the new normal from now on, the virtual environment will be developed in parallel with the face-to-face environment. The objective of this research was to identify the emotional state that students have in the virtual classroom, to allow the teacher to evaluate the perception that students have during their class session and thus improve their teaching-learning strategies in real time. Method: An application in artificial intelligence with neural networks was proposed to capture the emotional state of students in the virtual classroom in real time to show the teacher the perception of their students during the virtual class session. Results: The results obtained allow to show the states of the group of students so that the teacher can perceive the sensation within their students at the time of the class and thus improve their teaching-learning strategies in real time. Conclusions: It is concluded that it is an efficient form of continuous improvement for active learning processes within the classroom in real time. © 2022 University of Granada. All rights reserved.

Contribution of Augmented Reality in Teaching and Learning, in the Midst of COVID-19: Systematic Review

The state of emergency declared in many countries due to the pandemic led universities to consider the incursion of technological tools to give continuity to the teaching and learning process;therefore it is significant to explore results regarding the application of augmented reality (AR) in education. The objective of the research is to generate knowledge from the systematic review of the literature framed in the context of virtual teaching in the midst of COVID-19. A bibliographic review was carried out under a mixed approach, exploratory and descriptive level. The findings showed that the application of AR in learning is not exclusive to any engineering specialty, but, on the contrary, it is versatile and adapts to various curricular contents;Also, the way in which augmented reality is applied is more focused on the use of mobile augmented reality (mobile AR) technology with markerless activation. In addition, it was identified that the factors that were analysed to demonstrate the contribution of AR were: the effectiveness of learning, the predisposition to use AR and the motivation generated by AR. With which it can be concluded that AR in this context has managed to position itself as a learning resource that goes beyond a tool linked to a virtual classroom, since it allows the student to transcend towards immersion in environments with high contextual fidelity. Future research should address which factors influence the improvement of mobile AR activation sensitivity, in different contexts. © Authors.

Virtual Team Teaching Communication Strategies in Language Teaching and Learning: Analysis of Selected YouTube Videos

The literature study found that the communication element is crucial for the success of the team teaching process and various communication strategies practised by teachers when implementing face-to-face team teaching in the classroom. However, there has not been in-depth discussions on virtual team teaching communication strategies, particularly those implemented via live streaming on YouTube. Accordingly, this study identified and analysed themes of virtual team teaching strategies in language teaching and learning (TnL) by language teachers at primary schools (PS), lower secondary schools (LSS) and upper secondary schools (USS). This study will also explain the pattern of use of virtual team teaching strategies in language TnL by PS, LSS and USS teachers based on identified themes and subthemes. Methodology – This qualitative study adopted an unobtrusive method using purposive sampling technique. The sample consisted of three YouTube videos on virtual team teaching for the subject, Bahasa Melayu that represented PS, LSS and USS. The selection of the three YouTube videos was made based on five guidelines for the preparation, evaluation, and observation of language learning on YouTube introduced by Alhamami (2013). ATLAS.ti software was used to perform simple observations and thematic analysis. The analysis process was conducted in six phases, namely familiarizing with the data, generating initial codes, finding themes, reviewing themes, determining and naming themes, and preparing reports. Findings – The results identified seven themes of virtual team teaching strategies practised by teachers, namely reprimand strategy, request and provide assistance strategy, attract student attention strategy, situation control strategy, showing appreciation strategy, information enrichment strategy and humility strategy. Significance –Teachers can strengthen virtual team teaching through this study by applying the seven themes in communication strategies which will be conducted during post Covid-19. © 2023, Malaysian Journal of Learning and Instruction. All Rights Reserved.

Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19.

The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.

Online case-based educational meetings can increase knowledge, skills, and widen access to surgical training:The nationwideVirtualTrauma & Orthopaedic Meetingseries.

BACKGROUND: Access to surgical training is challenging for undergraduate and early postgraduate trainees due to a greater focus on developing generic knowledge and skills, and a drive to recruit greater numbers into internal medicine and primary care. COVID-19 accelerated the declining access to surgical training environments. Our aims were to: 1) establish the feasibility of an online, specialty-specific, case-based surgical training series, and 2) evaluate its suitability for meeting the needs of trainees. METHODS: A nationwide audience of undergraduate and early postgraduate trainees were invited to a series of bespoke online case-based educational meetings in Trauma & Orthopaedics (T&O) over a six month period. The six sessions, which simulated real-world clinical meetings, were constructed by Consultant sub-specialists and involved the presentation of cases by registrars, followed by structured discussion of basic principles, radiological interpretation, and management strategies. Mixed qualitative and quantitative analyses were conducted. RESULTS: There were 131 participants (59.5% male), consisting mostly of doctors in training (58%) and medical students (37.4%). The mean quality rating was 9.0/10 (SD 1.06), further supported by qualitative analysis. 98% enjoyed the sessions, 97% reported improved knowledge of T&O, and 94% reported a direct benefit to clinical practice. There was a significant improvement in knowledge of T&O conditions, management plans, and radiological interpretation (p = <0.05). CONCLUSION: Structured virtual meetings, underpinned by bespoke clinical cases, may widen access to T&O training, increase flexibility and robustness of learning opportunities, and mitigate the effects of reduced exposure on preparation for surgical careers and recruitment.