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1.
Electronic Journal of E-Learning ; 20(1):69-84, 2022.
Article in English | English Web of Science | ID: covidwho-1880547

ABSTRACT

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

2.
Theory and Practice in Language Studies ; 12(6):1145-1156, 2022.
Article in English | ProQuest Central | ID: covidwho-1879698

ABSTRACT

Effective verbal communication in the English language poses many challenges for Malaysian students. As English is not their first language, the average Malaysian finds it difficult to attain the required speaking proficiency. COVID has only exacerbated this problem. Moving from a traditional classroom setting to an online one limits cohesive and effective verbal communication between the spreader and listener (s). Both students and teachers had to switch from traditional classroom instruction to online classroom instruction with various devices and technologies as their main means of communication. As a result, this study provides a systematic review of pertinent existing research into Investigating Speaking Challenges among English Language Learners (ESL) in Online Classrooms. We concentrated on 51 articles from the year 2006 to the year 2021, from a few databases. Google Scholar, L1 - https://media.proquest.com/media/hms/PFT/1/iT9BN?_a=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&_s=SfsIJYuCrgMB5UVgq5tFHz5FTUY%3D ERIC, Microsoft Academic, and ResearchGate were referred to. The review begins with a search and scanning of suitable articles related to this study before selection. Most of these articles disclosed speaking challenges and provided positive solutions to overcome them during the COVID-19 pandemic. Both students and teachers dealt effectively with psychological issues such as shyness, lack of confidence, and anxiety, as well as technological aspects. Overall, this review gave some insights into the difficulties that ESL students have when they speak, as well as many ways to deal with them when learning online.

3.
4th International Conference on Communications and Cyber-Physical Engineering, ICCCE 2021 ; 828:49-57, 2022.
Article in English | Scopus | ID: covidwho-1877773

ABSTRACT

Online teaching learning process or e-learning is widely used teaching methodology during Covid-19 pandemic prevailing globally. This teaching–learning process, contradictory to traditional methodology can be placed under the category of “distance learning”. It has challenges of its own. But this process is advantageous than traditional ones, in terms of convenience for students at remote locations. The other advantages are availability of learning resources any time, facilitation of communication between/among teachers and students, auto-documentation of processes, easy conduction and evaluation of assessments, ability to accommodate any number of students, etc., Learning Management Systems (LMS) are abundant today and teachers are at liberty to choose any one among those systems as many are available at free of cost. In this paper, a comparative study on four such tools, namely, ClassDojo, Edmodo, Google Classroom and Schoology is done to guide teachers opting for online teaching–learning process. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

4.
Journal of Drug Delivery and Therapeutics ; 12(2-s):49-52, 2022.
Article in English | CAB Abstracts | ID: covidwho-1876381

ABSTRACT

Background: Covid-19 is a disease caused by a new type of Coronavirus namely Sars-CoV-2 which is transmitted through close contact and droplets. Symptoms are acute respiratory disorders such as cough, shortness of breath and fever above 38 degrees C. Attitude change is a stimulus or stimulus received by a person, either in the form of a positive or negative response. Educational comics are pictures and writings that make up a story, then packaged into a book. The comic "Kitorang Lawan Corona" is more interesting for the readers.

5.
Computer Software ; 39(1):55-71, 2022.
Article in Japanese | Scopus | ID: covidwho-1876146

ABSTRACT

TAs are indispensable for first-year programming education offered at universities. The problem of students who cannot ask questions due to their inability to be proactive has become a major problem in online lectures due to the impact of COVID-19. In addition, the control of waiting for questions and responding to questions, as well as the mental stress of whether the TA will be able to respond to questions, can also be major problems. In this study, we propose and implement a method in which students do not ask questions directly to the TAs, but ask questions to the system, and the TAs check the questions in advance and call the TAs when they are available. Our method can lower the barrier for students to ask questions, and also reduce the mental load of TAs. We have used our method for a total of 1600 minutes in an actual online lecture and obtained high evaluations from students and TAs. © 2022 Japan Society for Software Science and Technology. All rights reserved.

6.
Journal of Punjab Academy of Forensic Medicine and Toxicology ; 21(2):53-57, 2021.
Article in English | Scopus | ID: covidwho-1876081

ABSTRACT

Introduction: The Coronavirus led lockdown has put all of our strength and zeal to a hard test by interrupting our regular lives in recent history. It is indeed testing times for all of us. In an effort to overcome the effects of the pandemic, teaching institutions all around the globe are switching to online teaching-learning mode. However, the transition to online learning could be a challenge for everyone. Aim: This Study's aim is to evaluate whether online learning when compared to offline learning can improve learning outcomes of undergraduate medical students. Methods: We developed Google classroom in which teachers of all subjects uploaded lectures by power point.A total of 97 students of first year MBBS of GMC KATUA participated in online classes. The study was conducted through a prestructured and prevalidated on line questionnaire sent to the 97 students. The consent from the Ethical committee of GMC KATUA was duly sought. The study was carried out after 6 months of online classes. A set of self-designed questionnaire was developed based on 5-point Likert scale and given to the students through the e-classes. Convenience sampling technique was used to select the participants. Out of a total of 97 undergraduate students of Phase 1 GMCkathua, 83 responses to the questionnaire were received. All students voluntarily participated in the study. Results: 91.6 % students were taking on line classes for the first time. 82.2% were using mobile as the choice gadget, majority of the students 42.2% preferred video as mode of delivery of on-lineclasses compared to PPT 31.3%. In our study, ZOOM platform was utilized by 54.2% and Google platforms by 39.8% with overlap in use of applications. On the whole, the participants preferred video, PPT, PDF content for clearing of doubts on content covered during the lectures 48.2% participants are not happy with Corona Pandemic in India and 47 % are anxious for this. Only 31.3% of participants were satisfied with the class material provided during online classes, 48.2% were neutral and 14.5% were dissatisfied with the material. The method of recorded classes for better understanding 42.2 % participants found it somewhere less effective, 13.3% found it somewhat more effective. Only 12% participants think that online teaching/learning is better than conventional teaching/ learning method. Among the participants 65.1% would not like to continue with online classes as a part of regular classes in future. Conclusion: According to our study concept of online classes is still evolving and students prefer conventional teaching over online teaching. To overcome the identified barrier during this study, mix method study i.e. online & offline should be started as the pandemic situation normalizes. © 2021, Punjab Academy of Forensic Medicine and Toxicology. All rights reserved.

7.
Education Sciences ; 12(5):351, 2022.
Article in English | ProQuest Central | ID: covidwho-1875523

ABSTRACT

Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings are largely lacking. In this context, the present study adopts a counterbalanced design to compare different dimensions of student experience of flow in face-to-face settings and online learning environments. Two groups of students in teacher-training programs (n = 37) completed an EduFlow questionnaire at the end of the same interactive courses in the two different settings. The results indicate globally lower attention and engagement in the online environment, suggesting that in-person instruction induces better cognitive absorption, greater time transformation, and a stronger autotelic experience. While the findings represent a contribution to the discussion on how to best design online education, more research is needed to identify the specific mechanisms regarding attention and motivation that can impact flow in these two environments.

8.
Frontiers in Education ; 7, 2022.
Article in English | Scopus | ID: covidwho-1875402

ABSTRACT

Classroom expectations are clearly defined explanations of behavioral and classroom performance that help create a consistent and safe learning environment. The value of setting classroom expectations has been researched for nearly 60 years and researchers have consistently found that teachers who explicitly teach expectations have students who are: on-task at higher rates, have more prosocial behaviors with peers, and overall are more academically successful than children who have not been systematically taught classroom expectations. Setting expectations is a way to define appropriate classroom behavior and to build consistency and structure among students. As result of the COVID-19 pandemic, many classrooms around the globe are experiencing higher rates of behavioral challenges than pre-pandemic levels. Costello et al. determined that during a typical school trajectory, approximately 20% of children experience some social–emotional and behavioral (SEB) concern. There are predictions that these rates will double or triple after the COVID-19 pandemi. Educators are mandated to implement evidenced-based practices and therefore, should further explore the implementation of setting expectations while their students are engaged in virtual learning, hybrid learning, and/or returning to the brick-and-mortar classroom amidst the pandemic. The purpose of this article is to demonstrate that systematically teaching expectations to all students in a virtual setting is an innovative and effective teacher classroom practice that can then be carried into the brick-and-mortar classroom as students return to in-person learning. Copyright © 2022 Croce and Salter.

9.
BMC Med Educ ; 22(1): 423, 2022 Jun 02.
Article in English | MEDLINE | ID: covidwho-1875007

ABSTRACT

PURPOSE: The disruption of undergraduate medical education (UME) by the COVID-19 pandemic has sparked rapid, real-time adjustments by medical educators and students. While much is known about online teaching in general, little guidance is available to medical educators on how to adapt courses not originally designed for the online environment. To guide our faculty in this transition we conducted a needs assessment of students enrolled in virtual courses across all 4 years of UME training. METHODS: Using a mixed-methods approach, we conducted a single-institution virtual learning needs assessment in May and June of 2020. We developed and disseminated a survey to assess student experiences with virtual learning. We conducted quantitative and qualitative analysis of responses (n = 255 or 39%) to identify emergent themes. RESULTS: We identified six interdependent themes that need to be met for medical students to fully reach their learning potential: access to stable internet and quiet study spaces, flexible course design with asynchronous, self-paced components, clear expectations for engagement with content and each other, a sense of connectedness with faculty and peers, synchronous classes that maximize interactivity, and assessments that foster a sense of learning over performance. Interpersonal relationships with faculty and peers affected students' sense of learning more than any other factor. CONCLUSIONS: Based on our findings we propose a hierarchy of needs for virtual learning that provides guidance on adapting existing medical school courses to the remote setting and overcoming common challenges. We highlight opportunities for how virtual elements may enrich in-person courses going forward, including in the clinical setting. Although the solutions required to meet the threshold of need at each level may differ based on the context, attending to these same fundamental needs can be extrapolated and applied to learners across a range of environments beyond the virtual.


Subject(s)
COVID-19 , Education, Medical, Undergraduate , Students, Medical , COVID-19/epidemiology , Humans , Pandemics , Surveys and Questionnaires
10.
J Educ Health Promot ; 11: 139, 2022.
Article in English | MEDLINE | ID: covidwho-1875918

ABSTRACT

BACKGROUND: With the emergence of COVID, we are forced to use e-learning in form of arranging online classes for students. Medical educators all over the world are conducting online classes for students. This study aimed to evaluate the perception of online learning among MBBS students and teachers through a questionnaire-based survey. MATERIALS AND METHODS: A cross-sectional study was done in the AIIMS, Bhopal. The study was based on questionnaire (online Google form) response received from 43 number of faculty and 156 number of students. STATISTICAL ANALYSIS USED: Chi-square test and unpaired t-test were used for statistical analysis using statistical software Systac 13.2. RESULTS: Handling software, technical issues, and lack of face-to-face interaction were more significant problems in students compared to faculty. The desire for the social site which causes disturbances in learning was a significant problem in the students compared to faculty. Giving and taking assessment problem was reported by 60% and 63.8% of faculty and students, respectively (P = 0.67). Both groups preferred the Google Classroom platform (P = 0.16). Students (65.3%) preferred audiovisual recording, while faculty (72%) preferred PowerPoint with narration. PowerPoint presentation without narration was the least preferred (10.8%). Both groups stressed the importance of training (P = 0.17) and infrastructure development (P = 0.85). Students, as well as faculty, strongly discouraged e-learning for practical/clinical teaching. CONCLUSIONS: Students, as well as faculty, have mixed reactions toward e-learning. Most importantly affected in the present scenario is practical/clinical teaching and assessment. Every attempt needs to be done to strengthen infrastructure and impart training to students and faculty.

11.
2022 CHI Conference on Human Factors in Computing Systems, CHI 2022 ; 2022.
Article in English | Scopus | ID: covidwho-1874708

ABSTRACT

Instructors regularly learn and customize various feature-rich software applications to meet their unique classroom needs. Although instructors often prefer social help from colleagues to navigate this complex and time-consuming learning process, it can be difficult for them to locate relevant task-specific customizations, a challenge only exacerbated by the transition to online teaching due to COVID-19. To mitigate this, we explored how instructors could use an example-based customization sharing platform to discover, try, and appropriate their colleagues' customizations within a learning management system (LMS). Our field deployment study revealed diverse ways that ten instructors from different backgrounds used customization sharing features to streamline their workflows, improve their LMS feature awareness, and explore new possibilities for designing their courses to match student expectations. Our findings provide new knowledge about customization sharing practices, highlighting the complex interplay of expertise, software learnability, domain-specific workflows, and social perceptions. © 2022 ACM.

12.
19th International Conference on Information Technology Based Higher Education and Training, ITHET 2021 ; 2021.
Article in English | Scopus | ID: covidwho-1874320

ABSTRACT

Following the Covid pandemic, significant disruption occurred in every aspect of the daily lives of people across the globe. Education was not an exception - the whole educational process for people around the world had to stop and freeze for a while, so that migration from the offline, class-based and face-to-face education to a completely online, remote method of conducting classes can be implemented. This switch happened literally overnight and was not optional, but necessary. Each party involved in the educational process didn't have time to systematically prepare for this change;instead it had to adapt and on a large scale even improvise. Long-term consequences from this major shift from offline to online type of facilitating educational activities are yet to be seen. In this study, the student's achievement and satisfaction while visiting offline, online and combined classes are measured, compared and conclusions are made based on the results from the groups that have been subject of our study. The data has been collected from students visiting intensive workplace related courses in the field of computer programming for a period of 10 months. The conclusions focus on what are some of the best ways to utilize the educational process in the future, which activities are robust enough and do not reflect changes in student behaviour when organized online and which activities are crucial to be held in a traditional class manner with a final goal - retain and increase student's achievement and satisfaction. © 2021 IEEE.

13.
2022 International Conference on Communication, Computing and Internet of Things, IC3IoT 2022 ; 2022.
Article in English | Scopus | ID: covidwho-1874255

ABSTRACT

India is one of the countries with the highest number of young students enrolling for higher studies. Education plays a vital role in the life of students about career advancement. In the COVID pandemic situation, many youngsters feel restless and dissatisfied due to syllabus incompletion. So many academies are offering online courses but because of improper facilities or sources and financial constraints. We aim at introducing Artificial Intelligence (AI)-powered E-learning methods to students who can dynamically interact with the faculty and peers and clarify their queries while studying. In addition, we aim at personalizing education which helps in assessing students' skills/talents and evaluating their performance. EDUBOT is a student friendly AI-powered chatbot and the Learning Management System (LMS) that provides students with the resources they need on any topic the need and solves their problems. The features provided by this product are dynamic front-end, Interactive Query Search, Personalized Student centric Assessment and Super User. © 2022 IEEE.

14.
13th IEEE Global Engineering Education Conference, EDUCON 2022 ; 2022-March:1095-1103, 2022.
Article in English | Scopus | ID: covidwho-1874244

ABSTRACT

Blended learning using flipped classroom has emerged as a remarkable model for bridging the digital divide between geographically- and socio-economically-disadvantaged students during the Covid pandemic, especially for those situated in remote locations with limited internet connectivity. This paper presents an investigation of a blended learning framework using flipped teaching through interactive video lectures for an Introduction to Electrical Engineering course held in online mode for a first-year batch of engineering students. The analysis includes observations from two sets of students who took this course over the last two academic years, referred to as control and treatment groups, respectively. The paper also reports a simple preliminary framework for utilizing the analytics available from interactive video assignments for identifying students with poor engagement and understanding so that the instructor may adopt timely measures and interventions to address the need of all students. The success of the video assignments are validated both qualitatively (through student feedback and performance) and quantitatively (using t-test). Results show that the flipped teaching model has both empirical approval and support of a majority of students, especially in the distance learning mode. Statistical analysis shows a significant difference in the performance of students with and without video-based flipped teaching in online mode. © 2022 IEEE.

15.
13th IEEE Global Engineering Education Conference, EDUCON 2022 ; 2022-March:795-800, 2022.
Article in English | Scopus | ID: covidwho-1874215

ABSTRACT

The COVID-19 pandemic has reformed the teaching-learning processes in engineering education across the globe. Virtual classrooms substituted physical classrooms with the widespread use of online meeting platforms. The proliferation of virtual classrooms not only paved the way for accelerated digital transformation but also brought back some elementary issues in engineering education. Many engineering students face difficulties in comprehending the fundamental concepts in their courses during virtual learning. As real-world engineering solutions depend on conceptual clarity, misconceptions of basic engineering principles need to be taken seriously. If not identified, analysed and corrected with constructive feedback, misconceptions on various engineering topics can create challenging obstacles in learning. Against this backdrop, this research study introduces a novel solution titled Classification of Students Misconceptions in Individualised Learning Environment (C-SMILE). The primary objective of the C-SMILE system is to examine the usefulness of personalised automated feedback to students to enhance their conceptual understanding by pinpointing their misconceptions. Besides, we propose a method by which students' misconceptions can be effectively classified for every instructional objective in every engineering course using machine learning techniques. Our pilot-study results show that the proposed C-SMILE system can precisely classify students' misconceptions in engineering education settings. © 2022 IEEE.

16.
13th IEEE Global Engineering Education Conference, EDUCON 2022 ; 2022-March:565-570, 2022.
Article in English | Scopus | ID: covidwho-1874202

ABSTRACT

The onset of the COVID-19 pandemic has brought severe disruption to the classroom learning, with much of the learning being carried over to the virtual environment. However, for courses with heavy hands-on active and collaborative elements, such activities cannot be easily replaced by pure online teleconference mode of instruction. In this pilot study, we report on a virtual dissection activity that was developed and implemented in an undergraduate year 1 engineering course in thermodynamics and energy systems using a blended synchronous learning environment. Through the analysis of the video capture, worksheet on the online collaborative board, post-activity survey, and observation by the researchers who are not part of the course, we have distilled the affordance and challenges of implementation in this pilot study. In particular, we recognize that the use of virtual dissection activity and virtual collaborative environment are useful for both the on-site and online students to sustain their social and cognitive presence. © 2022 IEEE.

17.
13th IEEE Global Engineering Education Conference, EDUCON 2022 ; 2022-March:1539-1543, 2022.
Article in English | Scopus | ID: covidwho-1874200

ABSTRACT

Quality academic training at the different educational levels enhances students' meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the 'flipped classroom' model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach's alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting. © 2022 IEEE.

18.
2022 International Conference on Decision Aid Sciences and Applications, DASA 2022 ; : 879-883, 2022.
Article in English | Scopus | ID: covidwho-1874190

ABSTRACT

Online learning played an increasingly important role in education. While the COVID-19 pandemic made institutions shift classroom learning to online learning. Online learning caused various problems that affect the physical and mental health problems of students. They needed to be confined indoors and sitting in front of electronic devices resulting in stress, depression, or fatigue. Certainly, COVID-19 was a huge threat to the health of students so it causes students to suffer physical and mental health problems significantly. This research was designed as quantitative data collected using online questionnaires from 450 students aged 15-26 using exploratory factor analysis were conducted to identify factors for the impact of health problems during online learning among Thai students during COVID-19. Therefore, this research aims to study the impact of the study during the outbreak of COVID-19 and examine the impact of physical and mental health problems. It also helps to improve student learning efficiency and for the benefit of teachers in adapting teaching and learning to the situation as well as avoiding potential future health risks. © 2022 IEEE.

19.
2020 National Conference on Advances in Applied Sciences and Mathematics, NCASM 2020 ; 2357, 2022.
Article in English | Scopus | ID: covidwho-1873612

ABSTRACT

From the past several year's educational institutions at every level was practicing conventional teaching-learning process. It seems to be the only way of imparting education to the learners. However, due to the onset of Coronavirus, i.e., Covid19, everything came to a halt for a while all over the world. The complete ecosystem of human society gets affected by this. Educational institutions also hit hard by this pandemic, and the complete layout of the teaching-learning process over the globe changed. It brings challenges for both students and teachers to withstand in this tough situation and to restore the backbone of learning. E-learning activities slowly-slowly gripped the complete educational ecosystem and the way of imparting education also changed. The primary purpose of this study is to examine the level of cognition faced by e-learners as compared to traditional learners at higher education level during Covid19. For this study, 120 students from Chitkara University have voluntarily participated and submitted their responses through the Google Form. It deduces from this study that learners using E-learning mode feel more cognitive load as compared to traditional learners. The cohen's d-value which represents the effect size comes to be 0.97 which means that the effect of cognitive load is significantly large on e-learners than the traditional learners. In the future, the reasons behind the rise of the cognition level of e-learners need to evaluate and improve the learning gain of e-learners. © 2022 Author(s).

20.
Pharmacy (Basel) ; 10(3)2022 May 11.
Article in English | MEDLINE | ID: covidwho-1869740

ABSTRACT

A multi-cohort instructor-blinded research study was completed at the School of Pharmacy, University of Waterloo, to test the impact on study learning endpoints when an online flipped classroom teaching style was implemented during the COVID-19 pandemic. The learning endpoints were gain in factual knowledge and gain in self-confidence in clinical skills (assessing a patient, developing a care plan for a minor ailment, and implementing the care plan by counselling patients on the condition). Gain in factual knowledge was assessed with an instructor-blinded multiple-choice test administered before and after the course. Gain in self-confidence in clinical skills was assessed with a survey asking students to report their self-confidence in completing 10 clinical tasks on a 5-item Likert scale. Students being taught in an online flipped classroom cohort during the COVID-19 pandemic trended toward having a higher gain in self-confidence throughout the course but a lower gain in factual knowledge when compared with a traditional classroom cohort in the previous year.

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