Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19: Teachers' perspectives / Uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19: perspectivas de los docentes

Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creative-ly about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms dur-ing and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Mak-kah were targeted. A 15-item survey instrument was developed particular-ly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs stu-dents in inclusive classrooms during and beyond Covid-19 from the per-spectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and mul-tiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coeffi-cient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In con-clusion, the findings in this study contribute to the literature on TAM and its use in special education in particular.(AU)

Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.(AU)

Impact of fully online flipped classroom on academic achievement in undergraduate dental education: An experimental study.

INTRODUCTION: The last two decades have seen a shift towards blended learning in education due to technological advancements. This study focuses on dental education, comparing two blended learning models -enriched virtual and fully online flipped classroom - in terms of academic achievement, aligning with the Association for Dental Education in Europe's competencies. MATERIALS AND METHODS: The research was modelled in a quantitative design with a pre-post-test control group experimental design. The study was conducted at Ege University Faculty of Dentistry in Turkey for 4 weeks with the experimental (n = 44) and control (n = 39) groups divided into two groups by impartial assignment. To the experimental group, the theoretical part of the course was tried to be conveyed before each lesson with video lessons prepared with EdPuzzle containing reinforcement questions and a question set consisting of case questions. The practical learning objectives of the course were tried to be gained through the discussion of the previously presented case questions in the online synchronous course. As tools for collecting data, a unique academic achievement test, a course evaluation form and a semi-structured qualitative data collection form were used. RESULTS: It was seen that the flipped classroom model had a more positive effect on students' academic achievement than the enriched virtual classroom model. The general satisfaction levels of the participants regarding these two models are also higher in favour of the flipped classroom model. CONCLUSION: This study provides significant findings for educational institutions, policymakers and educators about the impact of fully online teaching methods on academic achievement. In this context, the flipped classroom method can be preferred both in cases where education is blocked and in dental education institutions that want to ensure digital transformation efficiently and partially remotely.

Prevalence and factor associated work-related musculoskeletal disorders of students in virtual classroom.

Objective: This study examined the prevalence of musculoskeletal disorders (MSDs) and their associated factors among 1st to 4th-year students at Walailak University who attended virtual classrooms for 1 week, 1 month, and 3 months. Method: A cross-sectional study was conducted among 382 students aged 18-23 years with no history of musculoskeletal disease or psychiatric disorder who had at least three months of virtual classroom learning. Statistical analysis was performed using chi-squared and Fisher's exact tests. Results: Most musculoskeletal abnormalities occurred in the shoulders, head and neck, and lower back at 1 week, 1 month, and 3 months, respectively. At one week and one month in virtual classrooms, the occurrence of MSDs among the students was correlated with psychosocial factors (p < 0.05), and at three months, MSDs were associated with personal factors such as body mass index and psychosocial factors (p < 0.05). Conclusion: Stress management for students should be implemented in virtual classrooms to prevent MSDs.

Systematic literature review and bibliometric analysis on virtual reality and education.

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching-learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called "disruptive process" came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching-learning processes.

A virtual reality classroom to teach and explore crystal solid state structures.

We present an educational application of virtual reality that we created to help students gain an in-depth understanding of the internal structure of crystals and related key concepts. Teachers can use it to give lectures to small groups (10-15) of students in a shared virtual environment, both remotely (with teacher and students in different locations) and locally (while sharing the same physical space). Lectures can be recorded, stored in an online repository, and shared with students who can either review a recorded lecture in the same virtual environment or can use the application for self-studying by exploring a large collection of available crystal structures. We validated our application with human subjects receiving positive feedback. Supplementary Information: The online version contains supplementary material available at 10.1007/s11042-022-13410-0https://doi.org/10.1007/s11042-022-13410-0.

Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a randomised, prospective, cross-over, effectiveness study.

Robotic surgery training has lacked evidence-based standardisation. We aimed to determine the effectiveness of adjunctive interactive virtual classroom training (VCT) in concordance with the self-directed Fundamentals of Robotic Surgery (FRS) curriculum. The virtual classroom is comprised of a studio with multiple audio-visual inputs to which participants can connect remotely via the BARCO weConnect platform. Eleven novice surgical trainees were randomly allocated to two training groups (A and B). In week 1, both groups completed a robotic skills induction. In week 2, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week 3, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT) at the end of week 2 (time-point 1) and 3 (time-point 2). All participants completed the training curriculum and were included in the final analyses. At time-point 1, Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p = 0.006). At time-point 2, there was no significant difference in mean proficiency score in Group A from time-point 1. In contrast, Group B, who received further adjunctive VCT showed significant improvement in mean proficiency by 9.67 points from time-point 1 (95% CI 5.18-14.15, p = 0.003). VCT is an effective, accessible training adjunct to self-directed robotic skills training. With the steep learning curve in robotic surgery training, VCT offers interactive, expert-led learning and can increase training effectiveness and accessibility.

Breast Imaging Fellowship Consortium: Developing a Comprehensive Virtual Educational Platform for Breast Imaging Fellows.

Creating a comprehensive didactic curriculum for breast imaging fellows can be a demanding undertaking, especially considering that most breast practices are understaffed because of the COVID-19 pandemic and amid rising clinical volumes. This leaves little time for didactic education. In this article, we present our approach to creating a collaborative weekly multidisciplinary didactic lecture series involving multiple institutions, using the Society of Breast Imaging's suggested fellowship curriculum as the foundation. We discuss the advantages for both trainees and faculty, including fostering camaraderie, networking, and engagement among breast imaging fellows. Faculty have the opportunity for professional development by leveraging their clinical expertise through selecting didactic topics in their niche. This creates a pathway for speaking faculty to be recognized as regional and national experts.

Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies.

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers' efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget's stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Reconnecting Students and Faculty to Maximize Academic Integrity and Minimize Student Stress in the Virtual Classroom.

The article documents faculty experiences with the shift online due to the pandemic and provides recommendations to science, technology, engineering, and mathematics (STEM) instructors. Over 100 faculty members were surveyed on these topics and contrasted with previously reported student experiences. The online shift changed how faculty administered exams, ran courses, and acted to ensure academic integrity. For example, when exams went online, 73% of faculty reported spending more time preventing cheating. Concerning academic integrity and stress, faculty and students agreed with the exception of a few notable disconnects. Students reported greater workloads in online classes, while faculty maintained that the shift online did not change student workloads. Students perceived more online cheating than faculty. Overall, there seems to be a significant disconnect regarding faculty not realizing how much their actions may encourage or discourage cheating. Few faculty (<15%) indicated that being a tough grader or having test times too short is a motivating factor, but over 55% of students reported that these motivate students to cheat. Conversely, over 60% of students reported respect for their professors discourages them from cheating, while only 37% of faculty indicated the same. Over 70% of faculty and students indicated that fear of getting caught is a deterrent to cheating. Recommendations to reconnect include (i) faculty should use the finding that the number one deterrent of cheating is fear of getting caught; and (ii) faculty should maintain students' respect by being clear or overestimating workload requirements, carefully adjusting time for online exams, and setting clear expectations with uncomplicated exam questions consistent with the material taught.

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic.

The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students' engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor's presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.

The Outcome of the Online Virtual Classes During COVID-19 Pandemic: A Study in the Female Campus of the Faculty of Medicine in Rabigh-King Abdulaziz University.

Background: COVID-19 pandemic has affected the educational process greatly in the academic year 2019-2020. Therefore, this warranted an urgent and effective shift and intervention toward the online teaching practice. Aim: We have aimed in this study to assess the impact of the necessary shift of the educational process of the basic sciences toward the online distant learning in the female campus; Faculty of Medicine in Rabigh, King Abdulaziz University. Subjects and Methods: Promptly shift toward the online teaching practice through virtual classrooms for the 2nd and 3rd year students was accomplished during the second term of the academic year 2019-2020. Following that, we analyzed the efficacy of this shift qualitatively through focus group discussions with the students and the staff members. For objective assessment, we analyzed and compared the students' results of the second term of the academic years 2018-2019 and 2019-2020 regarding the same modules. Results: The results of the students were not negatively affected during the pandemic hit. Conversely, the results improved in the basic science modules, and no significant difference was found in the clinically-oriented genetic module. Conclusion: The significant move toward the online virtual classrooms did not affect the teaching and learning process negatively. Contrarily, the online teaching and learning practice have proved to be a decent alternative if applied on a sound basis during emergencies and thus is promising as an adjuvant method in the educational process in the ordinary circumstances.

Entorno virtual Estadística Sanitaria como herramienta didáctica para fortalecer la educación a distancia en Enfermería

La sociedad del conocimiento ha provocado cambios en la forma de generar y trasmitir el conocimiento; es por esto que el papel de la universidad hoy es proporcionar aprendizajes en los estudiantes en correspondencia con el desarrollo económico, cultural y social de cada país. Po tal motivo se diseñó el entorno virtual Estadística Sanitaria como herramienta didáctica para fortalecer la educación a distancia en Enfermería. Se realizó una investigación de desarrollo entre septiembre de 2018 a junio de 2020 en la Facultad de Ciencias Médicas de Bayamo "Efraín Benítez Popa. Para desarrollar el entorno virtual de aprendizaje se utilizó la plataforma Moodle. Para el diseño y evaluación del software se utilizó una configuración de RUP (por sus siglas, Rational Unified Process), el método Delphi y el coeficiente de concordancia W de Kendall. Se implementó una herramienta que permite a los profesores gestionar cursos virtuales en línea de apoyo a la enseñanza presencial. Su diseño proporciona facilidad de uso y de gestión, permite la administración de perfiles de usuario, la gestión de actividades y recursos de los cursos creados, y la administración del sitio. El software desarrollado es una herramienta didáctica flexible orientada al usuario para la gestión de los contenidos básicos de Estadística Sanitaria y responde a las necesidades del modelo del proceso enseñanza aprendizaje de la de esta asignatura.

The knowledge society has caused changes in the way knowledge is generated and transmitted; That is why the role of the university today is to provide learning in students in correspondence with the economic, cultural and social development of each country. For this reason, the virtual environment Health Statistics was designed as a didactic tool to strengthen distance education in Nursing. A development research was carried out between September 2018 and June 2020 at the Faculty of Medical Sciences of Bayamo "Efraín Benítez Popa. To develop the virtual learning environment, the Moodle platform was used. For the design and evaluation of the software, a configuration of RUP (for its acronym, Rational Unified Process), the Delphi method and the Kendall coefficient of agreement W were used. A tool was implemented that allows teachers to manage online virtual courses to support face-to-face teaching. Its design provides ease of use and management, allows the administration of user profiles, the management of activities and resources of the created courses, and the administration of the site. The software developed is a flexible didactic tool oriented to the user for the management of the basic contents of Health Statistics and responds to the needs of the model of the teaching-learning process of this subject.

A sociedade do conhecimento tem provocado mudanças na forma como o conhecimento é gerado e transmitido; É por isso que o papel da universidade hoje é proporcionar aprendizagem nos alunos em correspondência com o desenvolvimento econômico, cultural e social de cada país. Por essa razão, o ambiente virtual Estatísticas de Saúde foi concebido como uma ferramenta didática para fortalecer a educação a distância em Enfermagem. Uma pesquisa de desenvolvimento foi realizada entre setembro de 2018 e junho de 2020 na Faculdade de Ciências Médicas de Bayamo "Efraín Benítez Popa. Para o desenvolvimento do ambiente virtual de aprendizagem, foi utilizada a plataforma Moodle. Para o projeto e avaliação do software, foram utilizadas uma configuração de RUP (para sua sigla, Rational Unified Process), o método Delphi e o coeficiente de concordância de Kendall W. Foi implementada uma ferramenta que permite aos professores gerir cursos virtuais online para apoiar o ensino presencial. Seu design proporciona facilidade de uso e gerenciamento, permite a administração de perfis de usuários, o gerenciamento de atividades e recursos dos cursos criados e a administração do site. O software desenvolvido é uma ferramenta didática flexível orientada ao usuário para a gestão dos conteúdos básicos de Estatística em Saúde e responde às necessidades do modelo do processo de ensino-aprendizagem desta disciplina.

Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students.

BACKGROUND: The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention. METHODS: A blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (n = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (n = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (n = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal-Wallis test and Kolmogorov-Smirnov test in SPSS Statics software. RESULTS: The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between online learning and the other three blended learning strategies. CONCLUSIONS: In the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.

Students With High Metacognition Are Favourable Towards Individualism When Anxious.

Metacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one's own skills and act accordingly, in order to maximise one's own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.

A rapid review of systematic reviews on the effectiveness of synchronous online learning in an occupational context.

BACKGROUND: This study examined the effectiveness of synchronous online learning (SOL) for occupational purposes relative to face-to-face (F2F) learning. METHODS: Seven bibliographic databases were searched, and publications meeting the inclusion criteria were sought. Title and abstract screening, article screening, methodological quality assessment, and data extraction were carried out by two independent reviewers. RESULTS: Three systematic reviews meeting the inclusion criteria were consistent in providing evidence that there was generally no difference between SOL and F2F learning in their effects on knowledge or skills. CONCLUSIONS: Based on the sparse evidence base examined in this review, we conclude that SOL and traditional F2F learning for occupational or career preparation purposes are similarly effective for learners at the undergraduate level or higher. Much caution should be taken with this assumption when delivering content of a more hands-on nature and when adult learners have less educational preparation, since research is lacking in these areas.

Maximizing Academic Integrity While Minimizing Stress in the Virtual Classroom.

The article documents students' experiences with the shift online at the onset of the COVID-19 pandemic and provides informed recommendations to STEM instructors regarding academic integrity and student stress. Over 500 students were surveyed on these topics, including an open-ended question. Students experienced more stress and perceived a greater workload in online courses and therefore preferred in-person courses overall. Personal awareness of cheating during online exams is positively correlated with the proportion of cheating a student perceives. Fear of getting caught is the best cheating deterrent while getting a better grade makes cheating most enticing. Randomization of questions and answer choices is perceived as a highly effective tool to reduce cheating and is reported as the least stress-inducing method. Inability to backtrack and time limits cause students the most stress. Students report that multiple choice questions are the least effective question type to discourage cheating and oral exam questions cause the most stress. Use of camera and lockdown browser or being video- and audio- recorded caused the majority of student stress. Yet, nearly 60% agree that the combination of camera and lockdown browser is an effective deterrent. Recommendations: (i) Be transparent regarding academic dishonesty detection methods and penalties. (ii) Use online invigilating tools. (iii) Synchronize exams and (iv) randomize exam questions. (v) Allow backtracking. (vi) Avoid converting in-person exams to online exams; instead, explore new ways of designing exams for the online environment.

Self-Reported Computer Vision Syndrome among Thai University Students in Virtual Classrooms during the COVID-19 Pandemic: Prevalence and Associated Factors.

During the COVID-19 pandemic, computer vision syndrome (CVS) related to online classrooms were unavoidable. This cross-sectional study aimed to explore the prevalence, characteristics and associated factors of CVS. A total of 527 students who were currently studying in a virtual classroom (70.40% female, mean (standard deviation; SD) age of 20.04 (2.17) years) were included. The prevalence of CVS assessed by an online CVS-Questionnaire was 81.0% (427/527). Comparing with those in the period before the online study, an increase in screen time (interquartile range) in students with and without CVS was 3 (0−3) and 2 (1−5) h, respectively. Overall, 516 students (97.9%) experienced at least one symptom. The most frequent symptom in CVS subjects was eye pain (96.5%). The most intense symptoms were the feeling of worsening eyesight (15.9%). The factors associated with CVS were female (p < 0.001), age (p = 0.010), atopic diseases (p = 0.020), prior ocular symptoms (p < 0.001), astigmatism (p = 0.033), distance from display <20 cm (p = 0.023), presence of glare or reflection on screen (p < 0.001), low screen brightness (p = 0.045), sleep duration (p = 0.030), inadequate break time between classes (p < 0.001) and increased screen time usage during online study (p < 0.001). Recommendations to prevent CVS based on the adjustable factors might reduce the burden of online study.

Virtual versus traditional learning during COVID-19: quantitative comparison of outcomes for two articulating ADN cohorts.

Aim: The study compared outcomes between articulating nursing student cohorts virtual learning during COVID-19 and traditional learning prior to COVID-19. Background: Clinical reasoning is vital to developing clinical nursing judgment. During the COVID-19 pandemic, nursing schools replaced traditional classroom and in-hospital clinical with virtual classroom and clinical learning. Design: A quantitative retrospective cohort study compared outcomes of the nursing students virtual learning during COVID-19 (n = 18) with traditional learning methods before COVID-19 (n = 14) at one college in Texas. Method: Outcomes of the study were measured using a standardized Health Education Systems Inc. (HESI®) specialty exam, HESI® end of program (Exit) exam, and HESI® clinical judgment subscales. Independent-samples t-tests and Chi square were conducted to compare outcomes from virtual and traditional learning. Results: No statistically significant difference was observed between the traditional group (M = 752.93, SD = 148.88) and virtual learning group (M = 761.72, SD = 152.11); t(30) = -0.16, p = 0.87 was identified on the HESI® Maternal pediatric Specialty exam. No statistically significant differences were observed on the HESI® Exit exam or clinical judgment subscales; no relationship between the type of learning and NCLEX-RN® pass rates. Conclusion: The study findings are encouraging, yet limited, warranting further investigation of virtual learning.

An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study.

BACKGROUND: Given the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments. OBJECTIVE: We aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students' international and global competencies in South Korea. METHODS: We conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants' global leadership competencies, and the focus group interviews were used to evaluate the program's effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods. RESULTS: Participants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative. CONCLUSIONS: The online international collaborative learning program had a positive impact on the development of students' international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era.

Lessons Learned from Clinical and Translational Science Faculty and Student Survey as COVID-19 Pandemic Continues to Shift Education Online.

INTRODUCTION: As the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings. METHODS: All faculty and learners involved in nine Clinical and Translational Science courses in spring 2020 were invited to participate in a web-based questionnaire. Quantitative analysis was performed on closed-ended items, including 5-point Likert-scale questions used to assess the range of views. Qualitative free-text responses were independently analyzed for repetitive themes and summarized. Additionally, comparisons of faculty and course evaluations and student grade point averages (GPAs) from the in-person courses and their subsequent virtual course offerings were considered. RESULTS: Survey results indicated several positive impacts with moving courses into the virtual environment, including increased accessibility as well as more student-centered education. Learners joining from sites outside of the originating campus were especially grateful for the virtual classroom because they felt newly integrated within classes. Faculty and course evaluations, as well as student GPAs, remained consistent. CONCLUSION: New COVID-19 variants continue to shift education online, and innovative ideas are required to further improve future virtual course offerings. Increased engagement is warranted, both from faculty to incorporate activities designed specifically for a virtual classroom, and from students to increase participation by activating their microphones and webcams. Greater opportunities for global involvement and connectedness arise. Finally, this project advocates for adequate eLearning staffing to support quality online education as the need for pedagogical and technical provision continues.