Your browser doesn't support javascript.
Show: 20 | 50 | 100
Results 1 - 20 de 1.245
Filter
Add filters

Year range
2.
Journal of Education ; - (86):107-125, 2022.
Article in English | Web of Science | ID: covidwho-1822644

ABSTRACT

Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data

3.
Current Orthopaedic Practice ; 2022.
Article in English | EMBASE | ID: covidwho-1821984

ABSTRACT

Background: The COVID-19 pandemic has forced many medical education institutions to switch from in-person to online learning environments. There is an existing gap in knowledge about the effectiveness of virtual learning for medical students. Objective: The purpose of the study was to determine if virtual orthopaedic surgery away rotations (VOSAR) benefit medical students and programs. Methods: Virtual rotations were created at two large residency programs for fourth-year medical students. From October 12, 2020 through December 28, 2020, satisfaction and quality were assessed using a 22-question survey, residency interview, rank, and match data. Forty-two fourth-year medical students participated, 38 of whom responded to the survey. Results: Most students stated course objectives were clear and consistent with coursework. Most were pleased with the variety of cases and presentations and were able to meaningfully interact with faculty and residents. Most stated they would participate again and suggest the rotation to others. Twenty-five of 42 participants were ranked by at least one program;39 were accepted into residency positions, 21 of which were in orthopaedic surgery. Conclusions: The results indicate that the VOSAR benefits students and programs. Based on the success of the VOSAR, both programs continued to offer the curriculum for 2021. Level of Evidence: Level IV.

4.
FASEB Journal ; 35(SUPPL 1), 2021.
Article in English | EMBASE | ID: covidwho-1821872

ABSTRACT

Objective Online/computer-assisted learning has been used extensively in medical education in standalone and hybrid formats. Because of time restraints, the online format may be ideal for providing foundational review material in clinical courses, but the effectiveness of the online format for review purposes in this setting has not been adequately investigated. This project compared student learning and satisfaction delivered by two different methods in a special populations course for third-year doctor of chiropractic students. The two methods of delivery were: 1) a face-to-face lecture (F2FL) on pediatric spinal anatomy, and 2) an online learning module (OLM) covering the same material. Methods This study was approved by the institutional IRB. A cohort comparison, mixed methods study design compared student learning and satisfaction of a pediatric spinal anatomy review delivered through a F2FL (n=22) and OLM (n=18) in two successive 2019 (pre-COVID) course offerings. Previously validated pre- and post-tests for the material were given to the students one week prior and one week following the intervention (either F2FL or week-long availability of the OLM). An instructor not affiliated with the course completed a “Similarity of Material Assessment” that evaluated the similarity of content in each method of delivery. Identical tests were given to each group. In addition, a survey assessing the method of delivery, comfort with technology, and preference of F2FL vs. OLM of review material, was completed by both groups immediately following administration of the post-test. Differences between pre-and post-test results were assessed using repeated measures ANOVA with F2FL and OLM as groups and pre-and post-test results as repeated measures. Results The content presented to the F2FL and OLM groups was judged to be the same by the independent instructor. Testing results showed an improvement with both groups from preto post-test [F2FL 54.6%, p<0.0001 vs. OLM 48.9%, p<0.0001 (OLM 52.35%, p<0.0001 with one dramatic outlier removed)], with no significant difference between test results between the F2FL and OLM groups [p=0.53 (p=0.82 with outlier removed)]. The survey showed: 83.3% of OLM students felt the online method was effective and 88.9% would prefer the material to be presented online;80% of the F2F group thought the lecture was engaging/effective and 60% would have preferred to have the material presented online. Conclusions The OLM was found to be as effective as the F2FL for the content assessed, and students were highly satisfied with the online method of instruction of the anatomy review material. This strategy could potentially be applied to provide additional review materials fundamental to other clinical courses. The OLM method allows for the material to be developed and given by content experts while also freeing valuable in-class time to be used for more experiential learning in clinical courses.

5.
FASEB Journal ; 35(SUPPL 1), 2021.
Article in English | EMBASE | ID: covidwho-1821868

ABSTRACT

Colleges and universities across the globe were challenged by the necessity of abruptly transitioning their courses to online or hybrid models to adhere to COVID-19 social distancing guidelines. Second year, Doctor of Physical Therapy (DPT) students were surveyed regarding their learning experiences during an online Foundational Sciences course that included a mix of anatomy, physiology, pathology and pharmacology instruction. The purpose was to gain perceptions into best strategies for online instruction for those content areas that promoted course objective competency with an emphasis on learner engagement. Fifty-four DPT students were surveyed following the completion of an 8-week summer semester Foundational Sciences course at the University of the Incarnate Word, School of Physical Therapy, DPT program. The 7-question anonymous survey addressed content delivered both synchronously (live) and asynchronously (prerecorded or self-regulated) with regard to time, synchronous class size and format (large group vs. breakout room), use of asynchronous voiceovers and video tutorials, and rating of specific activities promoting engagement. Open feedback questions addressed virtual course elements that students identified as most and least supportive of content mastery. Fifty responses were collected (93% response rate). Findings from the survey indicated a preference for synchronous sessions of 1.5 hr (94%) in length with the combination of both large and small group (breakout room) sessions (90%). Sixty percent of respondents preferred having a mix of synchronous classes with the entire cohort of 54 learners and smaller synchronous sessions with half the cohort. While 50% indicated a preference for more asynchronous PowerPoint voiceovers, 46% indicated that they preferred not having asynchronous voiceovers that aligned with every synchronous class. Activities promoting engagement received mixed ratings overall using a 5-point Likert scale ranging from poor to excellent. Activities that received majority satisfactory ratings included Poll Everywhere (44%), Zoom annotation tool (40%), Zoom breakout room activities (44%) and StudyMate flashcards (56%). Activities with roughly equivalent ratings for satisfactory, very good and excellent included asynchronous voiceovers (28-36%) and Kahoot quizzes (26-38%). The inclusion of guest speakers was least favorable (32% combined poor and fair responses) out of all the activities utilized to enhance engagement. Respondent open feedback indicated that accessibility to recorded synchronous sessions and asynchronous voiceovers were most valuable to their learning. Question interruptions during synchronous sessions and discussion-based breakout room sessions with less structure was least helpful to their learning. Respondents consistently identified optimal duration and format of online instructional delivery but varied in their responses related to activities promoting learner engagement. This finding could be attributed to variations in learning styles and merits further study. Knowledge derived from educators' experience during the rapidly evolving and adaptive teaching environment of 2020 can be utilized to transform educational approaches in a post COVID-19 era.

6.
FASEB Journal ; 35(SUPPL 1), 2021.
Article in English | EMBASE | ID: covidwho-1821854

ABSTRACT

In March 2020, TTUHSC opened a new 20,000sf Institute of Anatomical Sciences for human gross anatomy. When the COVID-19 pandemic struck and many schools shifted from in person to online teaching, we hypothesized that if safety measures were used, in person cadaveric anatomy could be safely taught without a decrease in student performance. To test this, we reduced onsite attendance to less than 25% of room capacity. Masks were required at all times and students were instructed to social distance. Six students were assigned per cadaver, but only two students dissected at a time. The other four students reviewed and completed dissections and/or reviewed in groups of two at other allotted times. Thus, students dissected only every third lab. Dissection and lab review attendance was mandatory and students were nearly 100% compliant. Teaching assistants recorded dissected prosections reviews, and these videos were uploaded to password protected course files for independent learning. Students were provided iPads in the laboratory and access to three software packages for use on and off site. All students had access to multiple formative quizzes and exams, and three new online practice practical exams were created. To help reduce testing anxiety, a pass/fail system replaced categorical grading. However, all written and practical exams were conducted on site and in person. At TTUHSC, we have developed an exam question database to track historical student performance including a 25-question optional pre-block practice exam used to assess incoming student anatomical aptitude. In 2020, 90% of incoming students (93% in 2019) took the pre-block exam and scored an average of 28% (24% in 2019). In 2020, despite vastly different content delivery approaches (>80% of lectures were on Zoom) and reduced in-person dissection requirements, students modestly outperformed their 2019 counterparts. Overall exam averages were 89% in 2020 compared to 87% in 2019. If a categorical system was in place, 66% of students would have earned Honors or High Pass in 2020 compared to 61% in 2019. Our formative assessments were highly predictive of summative exam performance, and students reported that they reduced exam stress. Furthermore, summative exam averages correlated strongly with NBME performance (p<0.0001, r =0.63). TTUHSC medical students estimated that a majority of their peers at other medical schools did not have any in person dissection in 2020. Our students ranked in person laboratory dissection as the most useful learning activity, 88% reported that our COVID-19 preparations were very good to outstanding, and 97% were satisfied with the quality of their anatomy education. We conclude that 1) When using appropriate precautions, in person cadaveric anatomy can be taught safely during a pandemic;2) cadaveric dissection is essential for mastery of anatomical concepts;and 3) coupling online learning modalities with rigorous formative assessments prevented a modest reduction in cadaveric dissection opportunities from negatively impacting student performance. 2.

7.
FASEB Journal ; 35(SUPPL 1), 2021.
Article in English | EMBASE | ID: covidwho-1821838

ABSTRACT

Due to the COVID-19 pandemic, there is increased interest to effectively deliver educational curricula remotely to diverse student populations. Case-based cadaveric MRI visualization and extended reality (XR) technology enhances learning experiences in medicine. The purpose of this study was to demonstrate that a virtual, multi-departmental workflow utilizing MRI, XR technology, and a “patient” group, represented by the John A. Burns School of Medicine (JABSOM) Willed Body Program, supplements case-based learning and promotes student exploration and engagement equally in cross-cultural cohorts represented by American and Turkish medical students. Virtual case-based learning activities were developed and presented to American medical students at JABSOM and Turkish medical students, selected based on education and English proficiency, via Zoom. Subject, medical history, and physical exam data were presented to students who were then divided into breakout rooms where hypotheses regarding cadaveric, neurological findings were generated. Students then reviewed radiology and pathology reports and accessed relevant 3D segmented, photogrammetric and illustrative models. An optional survey was completed to evaluate student opinion based on a 5-point Likert scale. Comparisons between groups were performed using a non-parametric Mann Whitney U test. Data was reported as mean, median (min-max), and percentile. Significant differences (two-tailed P) less than 0.05 were significant. Results revealed significant differences between American (n=40) and Turkish (n=16) student opinion. The Turkish scale was significantly higher when asked if MRI scans of cadavers were useful as online learning tools (p =0.002), if MRI scans of cadavers provided an understanding of relevant anatomy (p<0.001), if 3D models provided a better understanding of anatomical relationships (p<0.001), whether students would like more interactive sessions using MRI scans (p<0.001), and if students would use similar resources in the future (p<0.001). The American scale was higher when asked if students were able to communicate effectively with their breakout groups (p=0.037). The learning activity was positively received by both cohorts as shown by no average score less than a 4 out of 5 for each question. The American scales may have been lower due to having previous experience with similar activities, whereas the learning activity was novel and exciting to Turkish students. Differences in communicating effectively in breakout rooms can be explained by the fact that American students were broken into longitudinal dissection groups, whereas Turkish students were randomly assigned. Based on these results, case-based learning, utilizing MRI and XR technology, enhances the learning experience of medical students and can be expanded to cross-cultural student populations.

8.
Strahlentherapie und Onkologie ; 2022.
Article in English | EMBASE | ID: covidwho-1820911

ABSTRACT

Purpose: Modern medical education demands innovative, competence-orientated concepts. The forced digital transfer of teaching due to the coronavirus pandemic also affected radiation oncology (RO). The following analysis investigates whether the attractivity of RO teaching at our faculty could be maintained during the pandemic and which possibilities exist to involve students (in active learning). The latter aspect is further elaborated on a broader scale by a systemic review of the literature on competence-orientated digital education. Methods: Evaluation results and participation rates of clinical lectures in radiation oncology (RO) were analyzed between the winter semester 2018/2019 and the summer semester 2021. A systemic review of the literature on digital education in RO for medical students was conducted. Results: Concerning evaluation results, a significant improvement for the 7th and 9th semesters was observed in comparison between the pre-pandemic and pandemic semesters (p = 0.046 and p = 0.05, respectively). Overall participation rates did not differ. However, the number of students attending > 75% of classes in the respective semester increased significantly between the pre-pandemic and pandemic period (median values: 38 vs. 79%, p = 0.046;44 vs. 73%, p = 0.05;45 vs. 64%, p = 0.05;41 vs. 77%, p = 0.05;41 vs. 71%, p = 0.05, for the 6th to 10th semester, respectively). Conclusion: The analysis demonstrates the possibility of efficient digital transfer of a core curriculum in RO to the digital era, with a more continuous participation of students. This transfer may enable amelioration of teaching quality and the introduction of innovative and interactive concepts in accordance with the literature.

9.
Journal of Food Safety and Food Quality-Archiv Fur Lebensmittelhygiene ; 73(2):48-57, 2022.
Article in German | Web of Science | ID: covidwho-1820146

ABSTRACT

Due to the SARS-CoV-2 pandemic, many areas of public life had to respond. That also included the university teaching. The veterinary universities / faculties of Germany, Austria and Switzerland have a common catalogue of teaching objectives, which was created and established by the working group: "Teaching in the food hygiene subjects of the German-speaking countries". This allowed the authors to guarantee uniform and efficient teaching. After the first SARS-CoV-2 wave in spring 2020, a summary of the first semester within the pandemic is summarized within this work from the lecturers' point of view. It showed that e-learning elements in the form of videos, pictures, case reports etc. have great potential to embrace teaching. Due to the outbreak of the SARS-CoV-2 pandemic, it became necessary to switch to complete distance learning. The available resources (Blackboard, Webex etc.) can be used specifically to convey the necessary learning objectives. At the same time, however, the strong limitations of this type of teaching were recognized. The physical presence at the educational establishment is and remains indispensable to prepare students for their future work as a veterinarian in the field of food safety and food hygiene.

10.
Journal of Medical Sciences (Peshawar) ; 30(1):47-52, 2022.
Article in English | EMBASE | ID: covidwho-1819178

ABSTRACT

Objective: Technology enhanced assessment or e-assessment is an emerging approach across the globe and is adapted by almost all medical and dental institutes. The objective of this study is to report on effects of COVID-19 on assessment format of medical institutes. This review seeks to find which methods are being used for a changed assessment format and who is being affected by sudden change in assessment format and what facilitators and/or barriers have been reported related to the success and/or failure of changed assessment format. Material qnd Methods: This scoping review followed the methodology outlined by Arksey and O’Malley framework (2005). Data sources including PubMed, Eric, Medline, Semantic scholar and Google scholar were searched for the last 5 years of articles (from 2016 to 2021) related to e-assessment in medical education. Results: In total, 9 articles met our inclusion criteria. Open book examination was considered to be a new normal keeping in mind its strengths and advantages in an online format. Digital literacy plays an important role in the acceptance of technology enhanced assessment. Faculty needs training to opt for this sudden change in teaching and assessment format. Connectivity issues need to be taken care of, as the whole format depends upon it. Conclusion: e-assessment was well accepted by most of the students. Future studies should target students inconvenience for online assessment. Also lack of e-learning experience of some staff need attention. Insufficiency of IT technicians should be overcome. High speed internet is the requirement of the day. New software can be developed for a more reliable and valid assessment method.

11.
International Journal of Environmental Research and Public Health ; 19(9), 2022.
Article in English | EMBASE | ID: covidwho-1818122

ABSTRACT

Passive and active interactions with nature reduce stress, anxiety, and depression. Populations that experience increased stress often have fewer interactions with nature due to many factors. More recently, the COVID-19 pandemic has created a new stressor for all populations due to sickness, isolation, financial burdens, or other factors. University students were particularly impacted due to the change to online modalities, which isolated them from other students. To assess if any negative or other consequences were experienced and if nature factors could mitigate them, we examined how plant interactions affected university students (N = 353) in an online learning environment. Two modified Depression Anxiety Stress Surveys (DASS;Depression Anxiety Stress and Academic Stress, DASA) were administered over two semesters in 2020 to survey students on these interactions with nature. During the two semesters, most students experienced extremely severe self-reported mental health adversities. Further correlations between DASA scores and responses about nature interactions, home environments, plant exposure, and plant access showed that outdoor interactions were positively related to better self-reported mental health scores. However, the concerning and lingering effects of the pandemic were evidenced in our research as DASA scores increased across the two semesters. Nevertheless, going outdoors and interacting with nature brings some benefits that lessen the severity of depression, anxiety, and stress.

12.
Geomatics ; 2(1):76, 2022.
Article in English | ProQuest Central | ID: covidwho-1818068

ABSTRACT

Due to the COVID-19 pandemic, distance learning had to be increasingly implemented at universities, and more e-learning formats had to be applied. The LBS2ITS project carried out under the lead of the Department of Geodesy and Geoinformation at TU Wien (TUW), Austria, came at the right time for these tasks. Education in Location-Based Services (LBS) is put to a new level including interactive e-learning and Problem-Based Learning (PBL) pedagogy. In the courses modernization, special attention is paid to the development and/or update of the courses to be implemented with these two pedagogic forms. Thus, teaching with an emphasis on learning outcomes is a central theme in the LBS2ITS project. To achieve this goal, the active verbs used in updated Bloom’s taxonomy for teaching on learning outcomes, i.e., remembering, understanding, applying, analyzing, evaluating, and creating, are applied to achieve the six levels of thinking and the active nature of learning. LBS2ITS will build a fully immersive and integrated LBS teaching and learning experience with the LBS application of Intelligent Transportation Systems (ITS) in mind. The outcome will be an innovative digital learning environment supporting synthetic and real-world PBL learning experiences. In the course of the project, a workshop for introduction of these new developments was held. This paper provides an insight into the results and experiences from this workshop. As e-learning and PBL must be combined and integrated nowadays, the new term PBeL (Problem-Based e-Learning) is proposed and introduced in this paper. The development of this approach and background information on the theory and the LBS2ITS project are presented.

13.
Journal of Musculoskeletal Research ; 25(1), 2022.
Article in English | EMBASE | ID: covidwho-1816790

ABSTRACT

Purpose: The sudden lockdown due to COVID-19 in India led to closure of schools and colleges. This resulted in an increased usage of online mode of study, with a more sedentary lifestyle. The survey study aimed to analyze the prevalence of any musculoskeletal problem in students and teachers due to the same. Methodology: A Google Form was distributed by a snowball sampling technique using various social media platforms. A total of 715 responses were received. Results: Maximum respondents were in the age range of 18-25 years. Eighty eight percent of participants in the survey were involved in the online mode of education, with 60.8% experiencing some form of musculoskeletal pain or discomfort;71% of people believed that the cause of pain was online working. Neck pain (51.3%) followed by low back pain (33.4%) and headaches (29.8%) were commonly reported. University teachers reported maximum pain followed by university students, school teachers and school students. Of all the respondents, 60.8% people admitted to adopting awkward postures while at work, whereas only 27.6% of them exercised to relieve pain and discomfort. Conclusion: There is an urgent need to develop appropriate intervention strategies for people involved in sedentary online work to prevent the occurrence of musculoskeletal pain and discomfort. Physical therapy can play a major role in managing this lifestyle hazard.

15.
BMC Med Educ ; 22(1):328, 2022.
Article in English | PubMed | ID: covidwho-1817216

ABSTRACT

BACKGROUND: Aimed to corroborate students' and faculty's experiences with e-learning during the current pandemic. METHODS: A cross-sectional study was conducted from February to June 2020. Seven surveys were distributed electronically to all undergraduate students and the faculty (4 to students and 3 to teachers) at the Southern Medical University (China). Descriptive statistics and t-tests were used to analyze the data. Statistical significance was set at p < .05. RESULTS: Most students had some exposure to e-learning prior to the all e-learning regiment, contrasted with close to 90% of teachers having no or very limited experience. Students' perceptions of the most helpful e-learning activities did not change significantly overall (Week 3 vs. Week 9). Approaching 60% of students (Week 9) did find online discussion/Q&A/forum helpful, an increase from less than 30% (Week 3). Among teachers, gaps emerged (Week 9) between e-teaching activities used and their perceived effectiveness. Despite pre-recorded lectures being the most frequently used method, the least gap was associated with live-stream lectures-the least used. Over time, teacher's perceived effectiveness of e-teaching vs. in-person teaching did not differ significantly overall. When the results among students (Week 7) and teachers (Week 9) were corroborated, a slightly higher percentage of teachers viewed online teaching to be less effective than in-person teaching and a slightly higher percentage of teachers viewed online teaching as far less effective. For preferred learning modes after the resumption of in-person learning, students' preferences did not differ significantly overall (Week 3 vs. week 9). Surveys conducted in Week 9 found that a slightly higher percentage of students (~ 70%) than teachers (~ 60%) preferred some forms of hybrid learning and a lower percentage of students preferred face-to-face learning only. Approximately three quarters of teachers responded that at least 50% of course materials could be mastered by students on their own. CONCLUSIONS: Overall, the perceived effectiveness of e-learning among students and teachers has not changed significantly over time. Nor have students' preferences shifted significantly for various learning modes after the in-person learning resumed. However, informative directional trends have emerged. Our research illustrates empirically the need to corroborate students' and instructors' experiences over time to inform more holistic improvements of e-learning.

16.
Data in Brief ; : 108232, 2022.
Article in English | ScienceDirect | ID: covidwho-1814313

ABSTRACT

The dataset describes factors affecting international students’ acceptance of Online Distance Learning (ODL) mode while pursuing oversea education during Covid-19 pandemic. The recruited respondents comprised of international students who were pursuing undergraduate degree programmes in the institutions of higher learning (IHLs) in Malaysia. Respondents were invited to participate in an online survey via Google Forms. A purposive sampling technique was adopted in this research whereby a total of 207 valid questionnaires were obtained and used for data analysis. Data outputs such as respondents’ profile, Partial Least Squares Structural Equation Modelling, and importance-performance matrix analysis were presented. The data can be used as a reference source to identify areas of improvement by educators, academic management, and policy makers of IHLs.

17.
Journal of Pakistan Association of Dermatologists ; 32(1):34-41, 2022.
Article in English | EMBASE | ID: covidwho-1813001

ABSTRACT

Background The Covid-19 pandemic has triggered a worldwide health catastrophe that has had a significant effect on all of us. During this time, we had to go into quarantine. When all the educational institutions got closed, the students and teachers adopted the online way of learning and teaching. Objective The goal of our study was to find out the level of satisfaction in online teaching programs among medical teachers/supervisors during Covid-19 pandemic. Methods This was descriptive cross-sectional study based on online questionnaire. This study was conducted for duration of six months from July 2020 to December 2020 by including 175 faculty members from different medical and dental colleges in Pakistan. A self-administered questionnaire was circulated via Email, Whatsapp groups and other social media platforms. The variables were represented in frequencies and percentages. Results There were 80 (45.71%) male and 95 (54.29%) female faculty members. According to the designation majority of the respondent 47 (26.86%) were assistant professors. According to the teaching experience more faculty members 44 (25.14%) had teaching experience of 6-10 years while only 5 (2.86%) faculty members had more than 30 years of teaching experience. Majority of the respondents 69 (39.43%) used Webinars for online teaching followed by Zoom 50 (28.57%).Majority of the faculty members were confident, satisfied and felt comfortable with the online education. Conclusion The majorities of medical teachers think that e-learning is a great complement to prevent academic loss and satisfied with the system but it cannot replace in-person education. Studies with greater sample size would further give insight into the teacher's satisfaction regarding online teaching programs.

18.
Electronic Journal of e-Learning ; 20(3):224-241, 2022.
Article in English | Scopus | ID: covidwho-1812138

ABSTRACT

One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations;and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis;and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies. © 2022, Academic Conferences and Publishing International Limited. All rights reserved.

19.
Teoria ta Metodika Fizicnogo Vihovanna ; 22(1):7-13, 2022.
Article in English | Scopus | ID: covidwho-1811649

ABSTRACT

The study purpose. The online learning system, media, and resources used by lecturers to achieve volleyball learning goals are known to be not optimal. This study aimed to develop an e-learning video media that can be used by students as a learning resource to learn the material for upper serve, jump serve, and floating serve in volleyball games. Materials and methods. The research subjects were students who were divided into treatment groups and control groups where each group consisted of 40 people. The research method used was an experimental method with a before-after research design (one-group pretest and posttest design). A rubric test is an instrument used to measure the effectiveness of video media in improving student service skills. Results. The results of the research and data analysis found that the service skills (upper serve, jump serve, and floating serve) in the treatment group with the help of e-learning video media were better than in the control group who did not receive e-learning. Conclusions. The treatment group has better service skills than the control group. During the Covid-19 pandemic, it is recommended for lecturers to use e-learning video media in teaching volleyball service material. © Siregar, S., Kasih, I., & Pardilla, H., 2022

20.
International Journal of Advanced Computer Science and Applications ; 12(10), 2021.
Article in English | ProQuest Central | ID: covidwho-1811496

ABSTRACT

e-Learning can generally be applied by employ-ing learning management system (LMS) platforms designed to support an instructor to develop, manage, and provide online courses to learners. During the COVID-19 pandemic, several LMS platforms were adopted in Saudi Arabian institutions, such as Moodle and Blackboard. However, in order to adopt e-learning and operate LMS platforms, there is a need to investigate factors that influence the capability of faculty to utilize e-learning and its perceived benefits on students. This paper examines how training support and LMS readiness factors influence the capability of faculty to adopt e-learning and student perceived benefits. A quantitative research method was conducted using an online questionnaire survey method. Research data was collected from 274 faculty members, who used Moodle as a main LMS platform, at Shaqra University in the Kingdom of Saudi Arabia (KSA). The results reveal that training support and LMS readiness have a positive influence on the faculty’s capability to adopt e-learning, which leads to enhancing students’ perceived benefits. By identifying the factors that influence e-learning adoption, universities can provide enhanced e-learning services to students and support faculty through providing adequate training and powerful e-learning platform.

SELECTION OF CITATIONS
SEARCH DETAIL