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1.
International Journal of Emotional Education ; 14(2):1-2, 2022.
Article in English | ProQuest Central | ID: covidwho-2207234

ABSTRACT

[...]of the increasing evidence on the relationship between students' and staff s wellbeing, more attention is being given to the wellbeing of school staff as a prerequisite for quality education. The impact of climate change on physical, health, social and emotional wellbeing is becoming an increasing matter of concern as people struggle with unprecedented extreme weather patterns and dark forecasts for the coming years. The direct impact of climate change on children and young people's mental health and wellbeing, as well as the ways in which young people's perceptions about climate impact on their social-emotional well-being, is getting increasing attention in research as climate change continues to unfold.

2.
International Journal of Emotional Education ; 14(2):19-35, 2022.
Article in English | ProQuest Central | ID: covidwho-2207232

ABSTRACT

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students' feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience;rather, they can be avoided by using online-SEL ("O-SEL") techniques that integrate SEL into online learning processes. This qualitative case study included 42 presendee teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students' reactions to the course revealed that O-SEL not only improved students' emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students' experience and achievements. In this context, the current study introduces the concept of "social-emotional presence," which is necessary for learning and development to take place online.

3.
International Journal of E-Learning & Distance Education ; 37(2):1-22, 2022.
Article in English | ProQuest Central | ID: covidwho-2207218

ABSTRACT

What are the benefits or drawbacks of a low-residency educational delivery model? How does the process of designing one's own study impact the work completed in a distance education program with this form of delivery? As researchers who found success in a low-residency undergraduate program, we engaged in a duoethnographic study to mine our experiences and better understand the advantages and disadvantages of this educational model. We engaged in four recorded conversations over the course of three weeks, with sessions ranging from 35 to 60 minutes each. Between sessions, we journaled in a shared online document, discussing our emerging understandings of the topic, responding to each other's perspectives, and pushing one another to articulate and revisit our stances. Through these oral and written dialogues, we identified six themes featured in the low-residency educational model: reduced stigma for non-traditional students, diversity of community, flexibility, self-designed study, staying connected, and clarity of boundaries.Alternate :Quels sont les avantages ou les inconvénients d'un modèle de formation en formule intensive? Comment le processus de conception de sa propre étude influe-t-il sur le travail effectué dans un programme de formation à distance ayant une telle formule ? En tant que chercheurs ayant réussi dans un programme intensif de premier cycle, nous nous sommes engagés dans une étude duoethnographique afin d'exploiter nos expériences et de mieux comprendre les avantages et les inconvénients de ce modèle. Nous avons participé à quatre conversations enregistrées sur une période de trois semaines, avec des sessions allant de 35 à 60 minutes chacune. Entre les sessions, nous avons tenu un journal de bord dans un document partagé et en ligne, dans lequel nous avons discuté de nos compréhensions émergentes du sujet, réagi aux points de vue des uns et des autres, et où nous nous sommes mutuellement poussés à articuler et à revoir nos positions. Grâce à ces dialogues oraux et écrits, nous avons identifié six thèmes qui caractérisent le modèle de formation en formule intensive: la réduction de la stigmatisation des étudiants non traditionnels, la diversité de la communauté, la flexibilité, l'étude auto-conçue, le maintien des liens et la clarté des limites.

4.
Journal of Ayub Medical College, Abbottabad: JAMC ; 34(Suppl 1)(4):S1056-S1057, 2022.
Article in English | MEDLINE | ID: covidwho-2207204

ABSTRACT

Online teaching and learning have been in place for the last two decades. COVID-19 pandemic has intensely augmented institutions towards implementation of online teaching. Literature reported benefits of online learning including flexibility and self-direction. In addition, researchers reported that virtual learning pedagogy is encouraging, as it mainly inspires lifelong learning due to its self-paced and self-directed instruction. Flipped classroom is an active pedagogical instructional strategy that uses online resources external to the classroom, and then employs small group pedagogies within the classroom. Flipped classroom strategy allows use of lecture time for active learning activities. This active model restructures the traditional lecture paradigm, in that students acquire basic course content before coming to the classroom, while class time is dedicated for problem solving learning activities. Flipped classroom utilizes time in student interaction sometimes one to one, addressing to their concerns and queries regarding the content. This strategy gives opportunity to the teachers to share their relevant real-life experiences and design small group problem solving activities.

5.
Journal of Henan Normal University Natural Science Edition ; 49(10):77-87, 2022.
Article in English | GIM | ID: covidwho-2207188

ABSTRACT

COVID-19 has lately changed the way that people learn and teach by making it accessible at any time, from any location, and for a reasonable price. Traditional face-to-face teaching and learning are losing in popularity as more students choose hybrid or online mode study. The gig economy expansion in today's fast-paced business requires the cultivation of people and specialists with increasingly specific skill sets to fill increasingly specialized positions. Micro-Credential is a prominent actor in 21st-century training and education that offers higher education providers a more dynamic and quick learning style to match these demands. It is observed that learners in Malaysia are substantially new to the Micro-Credential and Digital Badge. Hence, this paper aims to present the findings on survey instrument validation in measuring the motivation of learners to attain the digital badge. The study uses a cognitive interviewing method for pre-test in validating the items of the adopted survey instrument. Then, in a pilot test, the survey instrument is again evaluated to measure the validity and reliability of the items using SPSS statistical software. The findings from the pre-test summarized the feedback and suggestions for improvements in fitting the study context and language used. The improved survey instrument undergoes a pilot test to confirm the validity and reliability of the survey items. The finalized survey instrument is then adopted for the main study with a larger sample of learners - university students, working professionals, business owners, and non-working adults using purposive sampling.

6.
Journal of Henan Normal University Natural Science Edition ; 49(9):217-222, 2022.
Article in English | GIM | ID: covidwho-2207186

ABSTRACT

This study aimed to analyze the correct cross-legged sitting position to prevent low back pain in students at Islamic boarding schools. This study used an analytical design with a cross-sectional design. The study was conducted 30 males on Students at the Durrotu Aswaja Islamic Boarding School in Semarang. Participants also agreed to the procedure by filling out and signing the informed. The instrument in this study used a questionnaire and pain measurement of low back pain using the Visual Analog Scale. The results of this study indicate that 20 out of 30 Islamic boarding school students have experienced low back pain due to the cross-legged position. From test data A to C found the average results show 13% of respondents experiencing very severe pain, 9% of respondents experiencing severe pain, 73% of respondents experiencing moderate pain, and 6% of respondents experiencing mild pain. In conclusion, many things cause low back pain, one of which is the effect that sitting in one position for a long time has on low back pain. Some of the pain results in complaints such as low back pain, knee pain, and tingling. Due to the COVID-19 pandemic's social isolation, only students who signed informed consent were willing to engage in the study until it was finished, which resulted in a insignificant number of respondents. Many respondents were still in their homes or local communities at the time, which poses a limitation for this study.

7.
Hunan Daxue Xuebao/Journal of Hunan University Natural Sciences ; 49(9):129-136, 2022.
Article in English | Scopus | ID: covidwho-2207183

ABSTRACT

This study aims to explore the implementation of proper language strategy in English learning within blended learning during the period of the COVID-19 pandemic. The research was conducted at Universitas PGRI Madiun in Jawa Timur, Indonesia. The location of the study is a non-major English class that is spread across two different faculties and departments that enable blended learning during the study. The subjects or participants of this study were the 70 students of primary education department and physical education and sports departments of Universitas PGRI Madiun. The method for analyzing the data included the data reduction and displaying, and drawing the conclusion. The authors discovered a theoretical and pedagogical gap from previous research. The research results show that students prepared and highly used cognitive strategies in learning English as described below: visual strategy (arranging Google meeting with lecturers and delivering material);verbal strategy (students ask questions to lecturers when students do not comprehend information);listening strategy (listening to lecturers' explanation in online class);writing strategy (participating in online pop quizzes);matrix strategy (having conversations with others). Moreover, students' respond towards their cognitive implementation within blended learning included step 1 (conveying the learning objectives that students want to achieve and motivating students to learn), step 2 (preparing the materials, inviting students to download the library materials), step 3 (explaining the materials and prepared materials), step 4 (forming students into groups), step 5 (guiding students to the presentation, inviting students to present discussion results);step 6 (confirming discussion results and presentation, giving a few questions to students associated with discussion and presentation and providing students with an opportunity to ask vague questions), and step 7 (evaluating groups and individual quizzes. © 2022 Authors. All rights reserved.

8.
Medical Science ; 26(129), 2022.
Article in English | Web of Science | ID: covidwho-2207168

ABSTRACT

Background: Vaccine hesitancy poses severe challenges in achieving population immunity. Achieving high COVID-19 vaccination acceptance rates to ensure medical students' coverage as future health care providers is necessary. This study aims to assess the knowledge and attitude towards the COVID-19 vaccine among medical and paramedical students to determine factors and barriers influencing vaccination decision making. Method: A cross sectional, survey based study was conducted among Al Rayan medical and paramedical students. Data were collected via an online questionnaire and analyzed by SPSS with descriptive statistics. Results: In total, 465 students completed the survey. Over all, students expressed good knowledge of vaccination safety. However, students expressed different opinions towards receiving the vaccine. 52.4% of students showed great uncertainty towards the vaccine, 20.9% refused to take it and only 26.7% expressed that they would take it with great confidence. However, 50.5% of students expressed doubts about the vaccine's efficacy and 52.7% thought the vaccination process was expedited. In addition, 50.6% of respondents think they do not need to be vaccinated because they are still young and healthy. Conclusion: Medical and paramedical students have different outlooks toward vaccination. Several factors contribute to their decision, such as the lack of confidence in data provided by the media and authorities regarding the safety and validation process. Therefore, there is a severe need to educate young adults regarding the importance of vaccination to minimize the negative consequences of COVID19.

9.
Pakistan Journal of Medical and Health Sciences ; 16(11):366-370, 2022.
Article in English | EMBASE | ID: covidwho-2207094

ABSTRACT

Purpose: This study determines the information dissemination during the Covid-19 pandemic and examine the impact on the educational activity of postgraduate students in Allied Health Sciences institute in Pakistan. Methodology: Present quantitative study is based on survey method that was carried out to assess the effectiveness of information dissemination during Covid-19 pandemic among postgraduate allied health science students in different universities in Lahore Pakistan. Finding(s): The response rate of the study remained 80%. Majority of users, about 69.5% (n=66) students responded that they did not have challenges in information dissemination during Covid-19, while 30.5% (n=29) students respond that the information was poor. Respondents of the study found highly satisfied with the efficiency of library on providing e-services during Covid-19 (P-Value = 0.487). usability of libraries in information dissemination in which 74 (78%) responded that libraries provide access to reliable and trustworthy Covid-19 pandemic information via different media. 75(79%) students are agreed on providing awareness sensitization on how to restrain the spread of Covid-19 pandemic, online and offline services provided by libraries to allied health science students, challenges faced by libraries in the dissemination of information 77 (81%) Students respond that there is inadequate skills and knowledge of utilizing the Internet resources and services. The recommendations of the study might be beneficial to enhance the effectiveness of resources and services of universities libraries. Copyright © 2022 Lahore Medical And Dental College. All rights reserved.

10.
Pakistan Journal of Medical and Health Sciences ; 16(11):99-102, 2022.
Article in English | EMBASE | ID: covidwho-2207088

ABSTRACT

Background: Almost everyone in society has been affected by the Covid epidemic.However, it has a different impact on individuals who have disabilities or special needs. People with special needs are more prone to this. Aim(s): To explore relationship between mental distress, perceived stress and resilience among special students during Covid-19 Method:Cross-sectional correlational research design was used to investigate the relationship between study variables. The total sample of n=250 special students consisted of 100(40%) females and 150(60%) with having age range from 15 to 30 years. The purposive sampling technique was employed to collect the data by using different research instruments Results:Results were drawn using correlation and multiple regression analyses. To explore gender differences, an independent t-test was computed. It was concluded that mental distress is negatively correlated with resilience and positively correlated with perceived stress. PraccticalImplication: This research would be helpfulfor the teachers of the special education centers, they train their how they develop resilience hence they may become emotionally stable and deal effectively with any worrisome circumstance well. It will help school administration of the special students'to conduct workshops on the resilience so that students could deal with their mental distress and perceived stress effectively. Conclusion(s): There was little published research on the variables examined in this study, particularly in Pakistan. To increase the body of knowledge, research on this subject must be done in Pakistan. Copyright © 2022 Lahore Medical And Dental College. All rights reserved.

11.
Pakistan Journal of Medical and Health Sciences ; 16(10):641-644, 2022.
Article in English | EMBASE | ID: covidwho-2207082

ABSTRACT

Purpose: This study analyses the impact on postgraduate students' educational activity at an Allied Health Sciences institute in Pakistan as well as the information distribution during the Covid-19 pandemic. Methodology: The current quantitative analysis is based on a survey that was conducted among postgraduate allied health science students in various universities in Lahore, Pakistan, to evaluate the efficacy of information distribution during the Covid- 19 pandemic. Finding(s): The response rate of the study remained 80%. Majority of users, Approximately 69.5% (n=66) of students said they had no trouble getting information during COVID-19, whereas 30.5% (n=29) of students said the information was subpar. Respondents of the study found highly satisfied with the efficiency of library on providing e-services during Covid-19 (P-Value = 0.487). usability of libraries in information dissemination which 74 (78%) respondents said that libraries offer access to trustworthy and reliable Covid-19 pandemic information through a variety of media There is consensus among 75 (or 79%) of the students on the importance of raising awareness and educating people on how to contain the Covid-19 outbreak, as well as the difficulties libraries face in disseminating information. 77 (81%) students said they lack the knowledge and abilities necessary to effectively use the tools and services available on the Internet. The recommendations of the study might be beneficial to enhance the effectiveness of resources and services of universities libraries. Copyright © 2022 Lahore Medical And Dental College. All rights reserved.

12.
Asian Journal of Nursing Education and Research ; 12(3):289-295, 2022.
Article in English | ProQuest Central | ID: covidwho-2207061

ABSTRACT

Background: The COVID-19 pandemic caused the closing of classrooms all over the world and forced 1.5 billion students and 63 million educators to suddenly modify their face-to-face academic practices, wherever possible. Objective: The aim of the study was to assess the perception of nursing students towards online classes during 2nd wave of COVID-19. Methods: A descriptive cross-sectional web based research design was used to conduct this study. Snowball sampling method was used to fill the form. The target population was nursing students. Total 740 participants were recruited for this study. Likert scale to measure perception was used to assess perception regarding online classes. Data was collected from 21 April to 30th May. Results: 76.2% of participants use the cellular data to get connected to the online classes. More than half of the participants (53.8%) have negative perception regarding online classes. One third of the participants were agreed to online learning is easy to manage study time effectively. 36.2% were disagreed to learning is same in class and at home on the internet. 39.5% disagreed to online learning is better than traditional learning. A statistical significant association of level of perception was found with education of nursing student, education of mother, monthly family income, type of gadget used for attending online classes and access to sound or static internet at p <0.05. Discussion: Nursing students believes face to face learning is better than the online learning. However students promoted online learning during the COVID-19 pandemic. They felt that learning should be continued during the pandemic as well.

13.
Research Journal of Pharmacy and Technology ; 15(11):5172-5176, 2022.
Article in English | EMBASE | ID: covidwho-2207043

ABSTRACT

Background: Medical and dental students are among the frontline workers in the battle against COVID 19. As such their vaccination is mandatory. We conducted this study to assess perception and attitude of medical and dental students towards COVID-19 disease and its vaccination. Method(s): A total of 185 medical and 170 dental students were included in our study. A questionnaire based on previous studies was prepared. The respondents were interviewed telephonically and appropriate responses were recorded. Result(s): Among 355 students enrolled in our study, higher percentage of dental students were infected with COVID-19 (26%) as against only 20% medical students. 60% dental students had been tested for COVID-19 as against 70% medical students. Majority students in both the groups had done rapid antigen test (RAT). Academic loss was the major COVID-19 disease related concern among medical students, while in dental group there were two major concerns i.e academic loss and fear of passing the infection to family. Both the groups feared anaphylaxis the most as a sequel of vaccination. The other vaccination concerns in both the groups were fever, myalgias, infertility, thrombus formation while few female students feared that vaccination may disturb their menstrual cycles. The preferred vaccine in both the groups was Covishield. Conclusion(s): Our study concluded that there are many hurdles in the path of vaccination even among medical and dental students. It is important to address these hesitancies especially among health care workers since their opinion and recommendation is held supreme by common masses. Copyright © RJPT All right reserved.

14.
Selcuk &Uuml ; niversitesi Sosyal Bilimler Enstitüsü Dergisi; - (49):333-344, 2022.
Article in Turkish | ProQuest Central | ID: covidwho-2207030

ABSTRACT

Bu çalışmada, Covid-19 pandemisi ile birlikte eǧitim alanında yaşanan dijital dönüşüm süreçlerinin, eǧitimcilerin ve ailelerin rollerini nasıl ve ne yönde etkilediǧi sorusuna cevap aranmak istenmiş;eǧitimcilerin ve ailelerin bu süreçte karşılaştıkları problemler ile uzaktan eǧitim pratiklerinin beǧenilen ve eleştirilen yönlerinin ortaya konulması amaçlamıştır. Bu temel amaç çerçevesinde araştırma, uzaktan eǧitim ve eǧitim teknolojileri konularında ilköǧretim öǧrencilerinin ailelerinden daha fazla destek alabileceǧi hipotezinden hareketle ilköǧretimde eǧitim gören öǧrencilerin velileri ile ilköǧretimde hizmet veren öǧretmenler ile sınırlandırılmıştır. Araştırmanın çalışma grubu, amaçlı örnekleme yöntemleri arasında yer alan ölçüte dayalı örnekleme tekniǧi dikkate alınarak belirlenmiştir. Araştırmanın çalışma grubundaki katılımcıların her biri bir coǧrafi bölgede görevli ilköǧretim düzeyinde eǧitimci ve ilköǧretim öǧrenci velilerinden oluşmaktadır. Araştırmada, nitel araştırma metodolojisi uygulanmış ve yarı yapılandırılmış görüşme tekniǧi kullanılmıştır. Veri toplama aracı olarak, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Yaşları ve eǧitim durumları farklı toplam 7 ilköǧretim düzeyinde eǧitimci olarak çalışan ve 7 ilköǧretim düzeyi öǧrenci velisi olmak üzere 14 kişi ile görüşme yapılmıştır.Alternate :This research aims to answer the question of how and in what way the digital transformation processes in the field of education affect the roles of educators and families, and to reveal the problems faced by educators and families in this process and the appreciated and criticized aspects of distance education practices. Within the framework of this main purpose, the research was confined to the parents of elementary school students and educators working in elementary schools, based on the hypothesis that elementary school students could receive more support from their families in distance education and education technologies. The study group of the research was determined by considering the criterion-based sampling technique, which is among the purposeful sampling methods. Each of the participants in the study group of the research consists of elementary level educators and parents of elementary school students appointed in a particular geographical region. Qualitative research methodology was applied in the study and a semi-structured interview technique was used. A semi-structured interview form developed by the researchers was used as the data collection tool. Interviews were conducted with 14 people, 7 elementary school educators and 7 parents of elementary school students, with different ages and educational backgrounds.

15.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 2:1113-1121, 2021.
Article in English | Scopus | ID: covidwho-2207012

ABSTRACT

CONTEXT The ongoing coronavirus pandemic required us to quickly adapt and familiarise ourselves with new skills and technologies in the shift to online teaching. Irregular communication due to extended lockdowns has meant that while knowledge on effective online teaching has been developed, this knowledge has not been properly disseminated to our junior teaching staff. As they operate predominantly in student-facing positions, it is essential that our junior staff be equipped with information on best practice in online teaching as well as with an awareness of the resources available to support them. PURPOSE OR GOAL To address the gap outlined above, we developed a new professional development program for our junior teaching staff, focusing mainly on online teaching. The goal was to share our collective knowledge on best practice in online teaching, and to demonstrate how various technologies could aid in promoting active learning in an online setting. The program also aimed to initiate a community of practice around teaching and the online teaching space. APPROACH OR METHODOLOGY/METHODS In designing our program, we considered student feedback from previous semesters, and more recent feedback on the online teaching experience from 2020. The final program covered the following topics: general advice, navigating Zoom and physical setup for online teaching, online tools for active learning, engagement within teaching teams, online feedback, and blended synchronous learning. Tools and technologies showcased in the program were embedded in the delivery to allow first-hand experience. ACTUAL OR ANTICIPATED OUTCOMES An exit survey indicated that in general, participants found the program useful, with an average rating of 8.27 (out of 10). The top areas that participants indicated that they would like more assistance were quizzes and tools for active learning (31%), providing feedback to students (22%), and blended synchronous learning (20%). Zoom (12%) and the physical setup for online teaching (15%) did not rank highly, in line with our observation that a large percentage of participants had some prior experience with online teaching in 2020. CONCLUSIONS/RECOMMENDATIONS/SUMMARY In summary, we piloted a professional development focused mainly on online-teaching for junior staff. The program was well-received, and the collected feedback will used for implementation and improvement of future run. Copyright © Lionel Lam, Raquel de Souza, Catherine Sutton, Eduardo Araujo Oliveira, Glen Currie, Ryan Hoult, Leila Meratian Esfahani, Leigh Canny, Christopher Honig, and Gavin Buskes, 2021.

16.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 2:586-594, 2021.
Article in English | Scopus | ID: covidwho-2207010

ABSTRACT

CONTEXT "Loneliness, defined as a subjective experience of social isolation, has been identified as the next public health epidemic of the 21st century” (Lim, 2018). When combined with the recent impact of COVID-19 on engineering education, advancing our understanding of belonging and community forms a critical and timely challenge. Mounting evidence points to student belonging as a foundation of engaged learning, persistence to graduation and student wellbeing. However, understanding how to foster a sense of belonging to a community remains elusive as there is an absence of scholarly literature pointing to the practical activities and approaches that can be applied to develop inclusion and a sense of close connection between students and their learning communities. PURPOSE The purpose of our work is to explore the aforementioned gap in the literature, and to establish a foundation for practical methods to foster students' sense of belonging to learning communities within undergraduate engineering classrooms. Our scope includes pre-COVID and during-COVID timelines, and thus includes face-to-face, blended and fully online learning environments. APPROACH As part of a case study research design, informal pedagogical interventions were designed and delivered within face-to-face, blended and online tutorial and lecture settings, aimed at building relationships and fostering students' sense of membership, partnership and ownership. The cohorts included undergraduate engineering mathematics courses with ~500 local and international students. Our mixed method approach captured quantitative and qualitative data relating to students' experiences of interventions and their sense of belonging to the learning community. OUTCOMES Our results indicate that there are practical activities and approaches that teachers can incorporate to give students a sense of feeling included or believing they are closely connected to a learning community in face-to-face, blended and completely online environments. Successful strategies involved flexibility, friendliness, interactivity, encouragement, and support. SUMMARY Our work supports the position that students' sense of belonging can be enhanced in the classroom through teacher-led pedagogy. Furthermore, instilling in teaching staff an awareness of the importance of cultivating community and enacting pedagogical warmth is also impactful and can lay the necessary foundation for more specific interventions. Copyright © J. Khanna and A. Bigham, 2021.

17.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 1:543-550, 2021.
Article in English | Scopus | ID: covidwho-2207007

ABSTRACT

CONTEXT The key purpose of Work Integrated Learning (WIL) is to offer domestic and international students the opportunity to explore and participate in real-life projects offered by industry or community integrating theory with practice. There are a variety of structured activities, for example, internships, field trips, industry guest speakers, and the industry or community projects. These activities are aligned with students' needs in gaining professional experience and enhancing their employability skills, as well as with engineering curriculum requirements. The literature presents numerous papers discussing students' WIL practices and students' expectations;however, it becomes more complex when international students need to be prepared for and made capable of understanding and navigating the cultural nuances and workplace differences. Previous studies (Jackson, 2017;Jackson, Rowbottom, Ferns, & McLaren, 2017;Kaider, Friederika;Suri, Harsh;Read, Wayne;Russell, Leoni;& Marlow, 2020) discussed the relevance of WIL program and the difficulties faced by the international students in Australia. PURPOSE OR GOAL In addition to providing equal opportunity to domestic and international students to gain hands-on skills and job readiness via WIL activities, the industrial experience component is compulsory for accreditation purposes in most engineering courses. This study aims to evaluate international students' experience and challenges faced by them in seeking local industry placements. Naturally, some strategies published previously do not address the COVID-19 situation and its effects on WIL. The pandemic has introduced significant challenges in effectively implementing WIL and industry placements. This paper observes and evaluates the current challenges faced by international students in gaining meaningful experiences. It also seeks to better understand students' perspectives and assess the effectiveness of the mitigation strategies put in place during the pandemic APPROACH OR METHODOLOGY/METHODS Exploratory research is the most suitable method to support the main objectives of this study. Desktop research covers recent journal and conference publications in the field, government statistics, and reports from Engineering Educational institutes. The questionnaire-based on the Likert scale will provide insights of student motivation level with industry placement, job readiness, and knowledge gain of local professional practice. The semi-structured interviews include questions focused on new technical and personal skills gained to enhance students' competitiveness to find a job in the engineering industry under the global pandemic scenario ACTUAL OR ANTICIPATED OUTCOMES It is ongoing research that will be completed in the coming months. Currently, international students require more support to overcome the challenging time due to COVID-19. The anticipated outcomes include the new challenges associated with work integrated learning programs posed by COVID-19 and the effectiveness of various measures in conquering the difficulty. Copyright © Indumathi V, Ana Evangelista, Arti Siddhpura, Yuanyuan Fan and Milind Siddhpura, 2021.

18.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 1:527-533, 2021.
Article in English | Scopus | ID: covidwho-2207006

ABSTRACT

CONTEXT It is essential that supervision and management practices of Final Year Engineering Projects (FYEPs) maintains the quality of education and achieves AQF Level 8 outcomes even during the unprecedented situation due to the COVID-19 pandemic. In this situation, students cannot attend face-to-face meetings with supervisors, cannot perform practical/laboratory-based research, and cannot use software labs for their modelling and simulation works (if applicable). To achieve learning outcomes at AQF Level 8, some strategies and alternative pathways were developed to overcome the impacts of COVID-19 for supervising and managing FYEPs. PURPOSE OR GOAL The goal of the paper is to assess the impacts of the COVID-19 pandemic on the supervision and management practices of FYEPs. The paper also discusses the effectiveness of the technology we used for supervision and management of FYEPs, and how the supervisor and student relationship and engagement can effectively be maintained during this COVID-19. APPROACH OR METHODOLOGY/METHODS The traditional modes of supervision and management of FYEPs (theses) such as face-to-face meetings, laboratory works, and use of simulation labs were changed to virtual/online operation only to provide essential feedback and directions to the students for their projects. The online communication and learning and teaching tools such as Zoom links, chat windows, outlook team, etc., were employed for maintaining weekly progress (planned tasks). A Google doc communication channel was also considered for each student to monitor their weekly progress. ACTUAL OR ANTICIPATED OUTCOMES The students' feedback suggests that students were generally happy with the new ways of student engagement in FYEPs/thesis supervision and management. More specifically, they indicated that they were very happy with the online presentations of mid-term progress and final presentations (direct zoom presentation or recorded video) which were less stressful as opposed to face-to-face presentations. They were able to concentrate more to achieve project outcomes without spending much time on travelling to university. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Although there were a few challenges in adapting online supervision and management of FYEPs during COVID-19 pandemic environment, student feedback suggests that they are happy with the online system too. Copyright © Rasul and Mandal, 2021.

19.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 1:193-201, 2021.
Article in English | Scopus | ID: covidwho-2206999

ABSTRACT

CONTEXT A primarily undergraduate military college shifted from face-to-face instruction to emergency online instruction in Spring 2020 due to the COVID-19 pandemic. We are examining student experiences with the shift using Cognitive Load Theory (CLT), which asserts that learning is hindered when cognitive load overwhelms finite working memory capacity. At the onset of the pandemic, we hypothesized that the need to manage learning in new and changing modalities may increase students' cognitive load and development. PURPOSE OR GOAL We seek to triangulate a previous finding that middle-years students experienced more cognitive load demands than either freshmen or seniors during the Spring 2020 semester. In this study, we examine cognitive load experienced by students in sophomore-, junior-, and senior-level civil engineering courses when engaging in various types of summative assessments. Our goal was to understand how academic course level and assessment type (closed-ended vs. open-ended) may have impacted cognitive load among students. APPROACH OR METHODOLOGY/METHODS We are engaged in a longitudinal mixed-methods study to explore the impacts of changing modalities on cognitive load and student development during the pandemic. For this study, we measured cognitive load experienced during five assessments administered across civil engineering courses of different academic levels using the NASA Task Load Index (TLX). The TLX is a rigorously-developed instrument that quantifies workload (a surrogate for cognitive load) across six dimensions: mental demand, physical demand, temporal demand, performance, effort, and frustration. We used non-parametric analysis to identify differences in cognitive workload by course level and assessment type. We supplemented interpretation of findings through analysis of open-ended questions and focus group transcripts. ACTUAL OR ANTICIPATED OUTCOMES Sophomores and juniors experienced summative assessments differently than seniors, a finding that is consistent with our previous publications suggesting that modality changes may have disproportionately impacted middle-years students. Analysis of TLX data showed that sophomores and juniors reported highest time-demand and frustration, respectively, during closed-ended assessments. Open-ended assessments elicited significant frustration among juniors, a trend that was not observed for seniors. Qualitatively, both sophomores and juniors discussed workload-associated aspects of the modality shift more than seniors. CONCLUSIONS/RECOMMENDATIONS/SUMMARY We seek to further understand the unique experiences of middle-years students as a means for developing recommendations for managing cognitive load during online engineering courses - whether planned or unplanned. Copyright © Mary K. Watson, Elise Barrella, Kevin Skenes, Benjamin Kicklighter and Aidan Puzzio, 2021.

20.
9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021 ; 1:178-183, 2021.
Article in English | Scopus | ID: covidwho-2206997

ABSTRACT

CONTEXT Service learning plays an important role in developing globally minded engineers who are more socially engaged. This paper reviews lessons learned from the development and delivery of an undergraduate final year elective in humanitarian engineering, focusing on experiences drawn from working with industry partners and the transition to online delivering during the COVID-19 pandemic. The unit of study forms the culminating class for students completing the Humanitarian Engineering major at the University of XXXXX. PURPOSE OR GOAL Service-learning pedagogy has seen increasing uptake by engineering programs aiming to broaden learning outcomes. For the growing field of humanitarian engineering, service-learning has been a core pillar of how programs are delivered. However, previous research has highlighted the potential risks posed by humanitarian engineering fieldwork and sustainable funding to support international placements is precarious - limiting the number of students who can engage, and potentially, the longevity of such programs. This work aimed to identify best practice in remotely delivering service-learning projects, including their potential to improve student engagement during online delivery. APPROACH OR METHODOLOGY/METHODS We use case study methods to examine lessons learned from the development and adaptation of collaborative industry partnerships as part of a series of service-learning projects over three years. Drawing on student evaluation data and unit of study materials, we draw out important considerations when designing international service-learning projects. We cross examine yearly changes to curriculum to identify the impact of pedagogical shifts in delivery and their impact on student learning. ACTUAL OR ANTICIPATED OUTCOMES Our results demonstrate the importance of collaborating industry partners not only for the sustainability of service-learning efforts in communities, but also as a medium to expand understanding of the professional context of work with low-income and marginalised communities. We also discuss the benefits of service-learning to partner organisations and communities - namely the development of leadership roles and challenging engrained practices. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The post-pandemic environment offers an opportunity to critically evaluate service-learning delivery modalities and test new methods. Our approach shows promise as a means to scale access to international opportunities for students while mitigating potential negative risks to communities. Copyright © A. Opdyke and I. Warren, 2021.

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