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1.
Journal of Research on Educational Effectiveness ; JOUR: 1-31,
Article in English | Web of Science | ID: covidwho-2107148

ABSTRACT

Covid-19 school closures generated interest in tutoring to make up for lost learning time. Tutoring is backed by rigorous research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools (n = 105) were randomly assigned for 3rd, 5th and 6th graders (n = 8,319) to receive one of two versions of a 7-week weekly math intervention-5-minute accountability checks or 15-min mini-tutoring sessions-or to the control group. Although calls increased perceptions that teachers cared, accountability checks had no effect on math performance four months later and tutoring decreased achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take assessments. Tutoring substituted away from more productive uses of time, at least among returners. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning interventions with best practices and targeting to those who benefit most.

2.
Artseduca ; JOUR(33): 97-108,
Article in English | Web of Science | ID: covidwho-2100312

ABSTRACT

The study examines the features of the distance learning system of the university in the field of choreography training. The purpose of the study is to analyze the Kazakhstan experience of organizing distance learning in higher education in the field of choreography training. As an example, the experience of the [BLINDED] in the distance learning process has been analyzed and practical recommendations on teaching professional disciplines in this field of training have been given. To analyze distance learning, surveys among teachers and students have been conducted. In addition, based on international scientific literature, dance lessons have been analyzed in accordance with COVID-19 restrictions. The disadvantages and advantages of the online learning system for students have been identified based on a questionnaire. The survey involved teachers and students of ballet pedagogy, choreography pedagogy, choreography directing, ballroom dance pedagogy, as well as undergraduate, graduate, and doctoral students. A total of 20 teachers and 75 students have been interviewed, and the effectiveness of the platforms used in distance learning has been determined. On the basis of available research, the opinion that in the field of choreography pedagogical skills of rising professionals and performers cannot be formed exclusively through distance learning has been substantiated.

3.
Journal of Chemical Education ; JOUR
Article in English | Web of Science | ID: covidwho-2096616

ABSTRACT

The COVID-19 pandemic forced the transfer of face-to-face instruction to an online mode. The current study sought to describe the delivery of online biochemistry laboratories to undergraduate students. The paper also attempted to assess its advantages and disadvantages at the faculty of dental medicine of Monastir (FDMM), Tunisia. Four online biochemistry laboratory sessions were offered to FDMM year 2 students. To ensure the installation of forums, videos, handouts, workshops, and test-taking, the Moodle platform was employed;however, to conduct synchronous meetings, Microsoft Office Teams was used. More than 95% of students actively participated in e-resources consultation, pretest, and exam taking. However, the student percentage in workshops decreased from phase 1 to phase 2. Just 52% of students attended the forums. The overall overview percentage, students who attended "equal to or more than 80% of the entire activities", was 27%. Students performed better scores in the first and second exams than in the third and fourth ones. Forums, workshops, and videos were the most important teaching tools that led to the success of the online laboratory. These methods improved conceptual knowledge and scientific process abilities. The current study contributes to the previous literature by investigating the major factors impacting successful e-learning adoption.

4.
Med Sci Educ ; 32(5): 1117-1130, 2022 Oct.
Article in English | MEDLINE | ID: covidwho-2085773

ABSTRACT

Introduction: The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted. Methods: A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire. Results: The analysis included 224 unique student responses. Students' approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully. Conclusion: It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01633-7.

5.
Med Sci Educ ; 32(5): 1183-1188, 2022 Oct.
Article in English | MEDLINE | ID: covidwho-2085771

ABSTRACT

The pre-clinical medical school curriculum provides students with extraordinary experiences in preparation to become physicians. However, it was not originally designed to be delivered remotely. The COVID-19 pandemic promptly threw the medical education process into unforeseen circumstances. A model of student-faculty collaboration created to address new challenges and implement practical solutions rapidly is presented. This model was used effectively to respond to pre-clinical educational interruptions that were imposed by the COVID-19 pandemic and maintain high-quality training. Our experience provides valuable insights and lessons learned that can be applied to the ongoing pandemic response and to future educational challenges.

6.
E-Mentor ; JOUR(3): 13-21,
Article in English | Web of Science | ID: covidwho-2083021

ABSTRACT

The aim of this article is to find an answer to the question of whether the PhotoVoice method can be used in online educational research conducted with children aged 10-11. The author describes the aims and methodology of PhotoVoice. The paper also presents the ethical and organisational challenges faced by researchers wishing to use PhotoVoice in educational settings. The conducted pilot study did not provide an unequivocal answer to the research question, but indicated the directions in which further research should be conducted. It showed how the PV procedure should be changed, while maintaining the main objectives of the method, enabling its implementation in work with children in the fourth grade of primary school. The changes should include greater involvement and empowerment of students, conducting a mini-project preceding the actual project, and limiting the role of the teacher to participation in the final stage, i.e. the presentation of photographic work to decision-makers. At the same time the pilot project made it possible to conclude that the involvement of students in the project, in-depth reflection on photo-graphs and discussions and motivation to propose changes in the immediate educational environment pose additional challenges if the project is conducted online.

7.
Environment-Behaviour Proceedings Journal ; JOUR(21):129-135, 7.
Article in English | Web of Science | ID: covidwho-2082985

ABSTRACT

An unexpected shift from face-to-face to online learning during the Covid-19 pandemic has given a massive challenge to the students. This study aims to determine the common obstacles and their effect on nursing students' attitudes towards open and distance learning (ODL) during Covid-19. The study employed a quantitative research design. The findings showed that 2% of nursing students had obstacles during ODL. The most common dimension of ODL obstacles was curriculum content. There was a statistically significant between obstacles faced and their attitude towards ODL. Nursing students encounter no difficulties during the ODL. However, their attitudes were greatly affected throughout the ODL.

8.
Information Sciences Letters ; 12(1):185-196, 2023.
Article in Arabic | Scopus | ID: covidwho-2081200

ABSTRACT

The advent of the coronavirus pandemic has disrupted several sectors including education, in general, and Science education. Consequently, we have had to look for creative alternatives and solutions compatible with our educational ambitions and objectives guaranteeing the continuity and efficacy of science education. This study aimed to investigate the efficacy of science teachers’ utilization of scientific inquiry in distance learning under the novel coronavirus pandemic in Jordan-based public schools. Adopting the quantitative approach, the researchers of this study used a questionnaire comprehending (30) consistent items, pre-checked for validity and reliability, subdivided into four themes: Significance of Scientific Inquiry, Extent of Cross-lesson Inquiry Instruction, Challenges of Inquiry Instruction, and Inquiry Improvability in Distance Science Education. The study population comprised a simple random sample of (500) participating men and women teachers from the Northern Educational District under the Ministry of Education in Jordan during the second semester of 2020/2021. Study data were analyzed using SPSS. According to study findings, the efficacy of science teachers’ utilization of scientific inquiry in distance learning under the novel coronavirus pandemic in Jordan-based public schools was rated as moderate averaging (3.36). Besides, study findings showed that there was a high level of agreement on the challenges encountered by science teachers upon science inquiry instruction and that Science teachers’ points of view differed relative to the variables of gender (for males) and teaching experience (for the under-5 years of experience category of men and women Science teachers). Nonetheless, there were no statistically significant differences amongst teachers relative to the educational qualification variable. The study recommended that Science teachers ought to utilize scientific inquiry in science instruction and that similar studies ought to be conducted for other subjects such as Math. © 2023 NSP Natural Sciences Publishing Cor.

9.
Public Administration and Policy ; 2022.
Article in English | Scopus | ID: covidwho-2078137

ABSTRACT

Purpose: In Morocco, universities have opted for online courses as a national effort to contain the coronavirus since the early stage. This article aims to analyze university students’ satisfaction with their distance learning experience during the COVID-19 pandemic. Design/methodology/approach: This article is based on the statistical analysis of a survey conducted in 2020 at the national level among 800 university students from all disciplines enrolled in open access and regulated access institutions in Morocco. Econometrically, the authors used the ordinal logistic regression model after checking several conditions justifying its use. Findings: Findings from analysis reveal that students lacking basic computer skills have a negative perception of this new mode of learning. The results also show a certain sensitivity of the students to the way in which the courses are taught. The satisfaction of the learners largely depends on the duration of the courses, the interactivity, and the teaching methods adopted. In designing, developing, and delivering distance education courses, students’ needs should be taken care of. Originality/value: This article suggests that for public policies, professional training for teachers should equip them with the pedagogical skills so that they can adjust their teaching according to students’ levels. Training in digital tools must also be provided to bridge the digital divide and accelerate positive change and adaptation to this new mode of training. In addition, this article highlights the role of interactivity in increasing adaptation to distance learning. © 2022, Lahboub Zouiri and Fatima Ezzahra Kinani.

10.
Eur J Pediatr ; 2022 Oct 21.
Article in English | MEDLINE | ID: covidwho-2075409

ABSTRACT

Proactive school closures are often considered an effective strategy by policy-makers and the public to limit SARS-CoV-2 transmission. While evidence on the role of students in the spread is debated, the effects of closures on children's well-being are well known. In the light of this, we aimed to assess viral spread in educational settings, by calculating the rate of secondary infections per school class and identifying factors associated with cluster generation. We conducted a combined longitudinal and cross-sectional population-based study between October 2020 and November 2021. Secondary screening was conducted whenever a SARS-CoV-2 positive subject had been in the school environment in 48 h prior to symptoms onset or on the date of swab, if asymptomatic. The effect of selected variables on COVID-19 cluster generation was assessed by logistic regression. We identified 1623 primary COVID-19 cases. Of these, 72.5% resulted in no secondary case, 15.6% in 1, and 11.9% in 2 + . The probability of generating a 2 + cluster was lower when the index case was a student, rather than school staff (AOR = 0.42; 95%CI: 0.29-0.60). The number of clusters per week was in line with COVID-19 incidence trend in the general population. CONCLUSIONS: Index cases at school led to no secondary case in about three out of four times and only to a secondary case in about 15%. School environment does not facilitate viral spread, but rather reflects circulation in the community. Appropriate measures and timely monitoring of cases make school a safe place. Given the effects on children's learning and well-being, it is essential to favour school attendance over distance learning. WHAT IS KNOWN: • During the COVID-19 pandemic, most European countries resorted to school closures to counter viral transmission. • Although the scientific debate on the suitability of school closures as a non-pharmaceutical intervention is still open and the role of school children in facilitating the spread of SARS-CoV-2 is not supported by unequivocal evidence, there is now a growing awareness of the impact on children's well-being. WHAT IS NEW: • The contribution of educational settings and students in facilitating viral spread appears limited, as exposure to a positive individual in the school environment led to no secondary cases among students in 72% of cases and only one secondary case in about 15%. • The likelihood of generating school clusters was approximately halved when the index case was a student compared to teachers or other school personnel.

11.
Journal of Social Studies Education Research ; 13(3):98-119, 2022.
Article in English | Scopus | ID: covidwho-2073394

ABSTRACT

This study was conducted to help improve elementary school students’ critical thinking skills by integrating student electronic worksheets (SEW) in distance or virtual learning. This research uses a mixed-method, combining quantitative and qualitative, with research instruments in the form of questionnaires, observations, and interviews, executed by the researchers with a sample of 108 students (56 male and 52 female) and six teachers at the State Elementary School 19 of Rambang Niru in Palembang revealed that: 1) teachers have not adopted technology-based learning aids such that the student worksheet is still in the form of sheets of paper;2) most teachers lack experience in making SEW;3) the questions given to students are not higher-order thinking skills (HOTS)-based. It is attributable to the fact that teachers still use classical media (WhatsApp) in virtual learning. Thus, the learning materials delivered by the teacher to students are less attractive. This condition lowers students' interest in learning and, in turn, makes it difficult for students to understand the lessons delivered by the teacher. The most noteworthy finding in this study is the teacher's activity in using SEW with HOTS-based questions. The researchers noted that integrating a SEW made by inserting lessons and explanations in the form of video and audio and adjusting the learning materials according to the students’ grade level made the students more interested in learning and more confident in answering questions using electronic media. © 2022, Association for Social Studies Educa. All rights reserved.

12.
Arab World English Journal ; : 214-230, 2022.
Article in English | Web of Science | ID: covidwho-2072422

ABSTRACT

The COVID-19 pandemic has shifted English teaching to online platforms, such as Blackboard Collaborate, but whether online platforms affect the acquisition of core English language skills like speaking has yet to be studied extensively in the Saudi context. This study addressed and analyzed the perceptions of English as a foreign language instructors and students at the University of Jeddah, Saudi Arabia concerning the use of Blackboard Collaborate to develop speaking skills through an explanatory sequential mixed-method design. In the first phase, participants completed an online cross-sectional questionnaire for the quantitative approach. Data analysis revealed positive perceptions of speaking skill development through Blackboard Collaborate among both students and instructors. Female students and less experienced instructors reported more satisfaction with learning English through Blackboard Collaborate than male students and experienced instructors, respectively. In Phase 2, the researcher conducted in-person interviews with 10 instructors and 10 students, focusing on three areas: the Blackboard Collaborate user experience, instructors' and students' beliefs, and the challenges of and suggested improvements for Blackboard Collaborate. Instructors and students were fully aware of how to use the platform, and their motivation to use it was very high. This study further uncovered how Saudi students have shifted their learning style from passive to active learning following the student-centered approach. It also highlights the benefits Saudi women gained, as they were more comfortable practicing conversation through Blackboard Collaborate and the avoidance of cultural barriers. Studying the effects of culture on language learning through technology is a necessary direction for future

13.
Arab World English Journal ; : 17-39, 2022.
Article in English | Web of Science | ID: covidwho-2072416

ABSTRACT

During the outbreak of the Covid 19 pandemic, educational systems around the world had been disrupted, and as a result, lecturers and Bidikmisi students had to conduct teaching and learning processes from home. This study aimed to investigate the perspectives of Bidikmisi students on online distance learning during the lockdown at Sriwijaya State Polytechnic due to the Covid 19 pandemic. The study was carried out with the mixed method. The researchers asked 85 students from two different intensive English courses to complete a five-point Likert scale questionnaire on the Online Learning Environment Survey (OLES), and answer six open-ended questions distributed using google form. The sample comprised 85 bidikmisi students from nine departments- not only Engineers in civil, mechanical, chemical, computer, electrical and computer information systems, but also Business Administration, Accounting, Informatics Management, and English. The finding of this study revealed that some of bidikmisi students positively accepted this online distance learning, but most of them negatively revealed that bidikmisi students faced some challenges with online distance learning;they preferred face-to-face classes. The study concluded with a recommendation that the findings of this study can assist policymakers and lecturers in developing effective or efficient teaching strategies for overcoming situations or for bidikmisi students.

14.
2022 Acm/Ieee 44th International Conference on Software Engineering: Software Engineering Education and Training (Icse-Seet 2022) ; : 165-175, 2022.
Article in English | Web of Science | ID: covidwho-2070373

ABSTRACT

The outbreak of the COVID-19 pandemic prohibited radically the collocation and face-to-face interactions of participants in coding bootcamps and similar experiences, which are key characteristics that help participants to advance technical work. Several specific issues are faced and need to be solved when running online coding camps, which can achieve the same level of positive outcomes for participants. One of such issues is how to keep the same level of fun that participants obtained through physical activities and interactions in the face-to-face settings. In this paper, we report on our experience and insights gained from designing and running a fully remote coding camp that exposes high school students to Agile-based Software Engineering practices to enhance their ability to develop high-quality software. To design the online coding camp, we adapted the face-to-face version of the coding camp to keep the same "level of fun", i.e., adaptations aimed at increasing communication, engaging participants, and introducing fun items to reduce fatigue due to prolonged computer use, while preserving the technical curriculum that enables students to attain the learning goals originally planned. The comparison with the results of the face-to-face coding camp shows that we succeeded in keeping the fun alive in the online edition, and the participants of online camp were able to produce the results at the same level of quality in terms of product and process as in the face-to-face edition. From our experience, we synthesize lessons learned, and we sketch some guidelines for educators.

15.
Interactive Technology and Smart Education ; 2022.
Article in English | Web of Science | ID: covidwho-2070227

ABSTRACT

Purpose This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

16.
International Journal of Online Pedagogy and Course Design ; 12(4):1-15, 2022.
Article in English | ProQuest Central | ID: covidwho-2066740

ABSTRACT

During the COVID-19 crisis, universities worldwide were forced to shift from face-to-face instruction to online instruction. This shift exposes learners to challenges they have never encountered, and numerous studies have revealed a variety of barriers preventing learners from achieving learning goals in an online learning environment. Accordingly, there is an increasing need to understand the factors that contribute to learner success. This study therefore analyzed the key success factors that could assist learners in learning more efficiently in an online learning environment. The participants of this study were 105 Thai learners who were in their second year of an undergraduate degree. To reach the objective of this study, two distinct data collection procedures were used: a questionnaire for learners to identify the factors effecting learners' success in an online course and a focus group interview. The result indicated that teacher support, interaction during learning, and technological support are all critical for the success in online learning.

17.
Sustainability ; 14(19):12663, 2022.
Article in English | ProQuest Central | ID: covidwho-2066446

ABSTRACT

In recent years, teachers in various fields, such as science, mathematics, linguistics and others, have been interested in alternative learning strategies as opposed to traditional activities, in order to help students to examine their learning progress. The integration of computational thinking in teaching activities, after returning to face-to-face activities, can meet the needs of students during the COVID-19 pandemic. In this research, two samples of students in their first year of study were recruited for the teacher training program validation for computational skills in STEM education. The training model offers an explanation for the differences between the following two sets of data: the CT modules used in a substantial number of teacher workshops, and the results obtained, which are closely related to the argument that teachers can support students’ lifelong learning by developing computational thinking activities. The results related to the students’ scores may have contributed to their improvement in computational thinking skills and it could be one of the best examples of how to change the ways of learning about 21st century skills and sustainable education.

18.
Sustainability ; 14(19):12304, 2022.
Article in English | ProQuest Central | ID: covidwho-2066391

ABSTRACT

Tutoring, as a process of accompaniment of university students, has among its purposes identification of and reflection on the various difficulties that can interfere in the development of student competencies. To the same end, the present research explores the possibility of using WhatsApp as a tutoring resource in universities, with an emphasis on identifying and reflecting on the academic, personal, and family problems of students. This case study uses a quasi-experimental approach with a treatment group and a control group intentionally selected at the Escuela Profesional de Educación Secundaria de la Universidad Nacional del Altiplano de Puno, Peru, during the first semester of the 2020 academic year. Data were collected using semi-structured interview guides and individual tutoring cards. The results show that this technological resource improved the university tutoring service among the students in the experimental group. It proved more flexible and attractive to students, who were motivated to externalize and reflect on their personal, family, and academic difficulties and showed increased openness to receiving help in problem solving them. On the other hand, student participation was less active in the control group. These findings affirm that WhatsApp is a resource that can allow more spontaneous and friendly communication between tutors and students, creating a context conducive to achieving the objectives of university tutoring.

19.
FWU Journal of Social Sciences ; 16(3):36-51, 2022.
Article in English | ProQuest Central | ID: covidwho-2067724

ABSTRACT

The COVID-19 outbreak has significantly affected the education system. Both the labor market and the education market have undergone dramatic changes during the pandemic. A rather serious discrepancy between the structure of labor demand and the structure of graduates underlies the relevance of the present study. The paper aims to analyze the relevant fields of higher education, as well as to identify key trends in 2013-2020 admission campaigns to assess development prospects. In the course of the study, we put forward several hypotheses that were tested using the case study of Russian undergraduates with state-funded tuition. Structural and dynamic analysis of the 2013-2020 period indicated the growing demand from students for education in all fields except Social sciences. A comparison of the indicator of structural shifts between 2019 and 2020 shows a fundamental change in the demand for fields of educational training for Healthcare and medical sciences, the growth rate was 2.5 times. Considerable changes in the structure of supply were observed in social sciences (a drop in the percentage of enrolled students), engineering, technology and technical sciences (a rise in the percentage of enrolled students). However, with increased demand for engineering-technical programs in 2020, there was no similar increase in supply. Our hypothesis about a decline in demand and supply for the humanities was not confirmed. At the same time, we proved the hypothesis about an increase in applicants' demand for medical specialties by 9.4% in 2013-2020 and by 22.6% in the 2020 crisis year. The COVID-19 pandemic has revealed the problem of the healthcare staffing shortage and the need to increase the number of students enrolled in medical education programs. The COVID-19 outbreak has had a profound impact on changes in learner profiles. The identified trends are pushing for a rethinking of the higher education system and the labor market in search for an optimal balance in educating staff.

20.
Jordan Journal of Pharmaceutical Sciences ; 15(3):355-364, 2022.
Article in English | EMBASE | ID: covidwho-2067668

ABSTRACT

Objective: The study aims to evaluate the impact of distance education on Pharmacy, Pharm.D and postgraduate students' satisfaction and its associated factors during COVID-19 pandemic. Method(s): A cross-sectional web-based survey was distributed online for Pharmacy, Pharm.D and postgraduate Diploma and Master Students across Jordanian universities. Expiratory factor analysis (EFA) and Cronbach's alpha were conducted to examine the validity and the internal consistency of the survey, respectively. Analysis of Covariance (ANCOVA), Chi square test and t-test were conducted to evaluate the variables associated with students' satisfaction with distance learning. Result(s): A total of 860 students completed the survey. The EFA generated a three-factor model including positive impact, negative impact and general impact. The mean scores of the factors were 2.84 (SD=1.03), 2.78 (SD=0.92) and 2.34 (SD=1.22) respectively. Several factors were associated with students' level of satisfaction with distant learning including gender, nationality, university type and field of study. Conclusion(s): Distance education had negative impact on Pharmacy and Pharm.D. students' satisfaction, which opens the doors for the necessity to improve the distance education for university students. Variables including gender, nationality, university type and field of study were associated with students' level of satisfaction. Copyright © 2022 DSR Publishers/The University of Jordan. All Rights Reserved.

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