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Education Sciences
Special Issues
Remote Teaching, Learning and Assessment: Online Pedagogical Practices
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Remote Teaching, Learning and Assessment: Online Pedagogical Practices

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (15 August 2021) | Viewed by 82810

Special Issue Editor

Prof. Dr. Carianne Bernadowski

E-Mail Website
Guest Editor
Nicholson Center 424, Robert Morris University, 6001 University Blvd., Moon Township, PA 15108, USA
Interests: content area reading; early literacy; interventions for struggling readers; teachers' self-efficacy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues, 

This special issue on remote teaching, learning and assessment is more important than any other time in our history. As schools across the world moved to remote teaching and learning in response to COVID-19, many educators find themselves in a virtual classroom for the first time in their careers. Teachers at all levels turned to the professionals for advice on how to implement best practices in meeting the needs of students in a new and ever-evolving format. Given that online learning and teaching is so important, this issue will present a collection of scholarship that will highlight the best practices in remote teaching, learning and assessment. As educators, we strive to do what is right in the moment and, in the moment do what is right. The shift to online education is no different as we continue to learn alongside our students in an ever-changing world. 

Prof. Dr. Carianne Bernadowski
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Remote learning/teaching
  • Online assessment
  • Virtual leaning/teaching
  • Alternative assessments
  • Alternative learning

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

13 pages, 231 KiB  
Article
Teaching Psychomotor Skills in a Virtual Environment: An Educational Case Study
by Laura Plummer, Lesley Smith, Elizabeth Cornforth and Shweta Gore
Educ. Sci. 2021, 11(9), 537; https://doi.org/10.3390/educsci11090537 - 14 Sep 2021
Cited by 8 | Viewed by 5546
Abstract
In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved [...] Read more.
In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education. Full article
(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)
15 pages, 1125 KiB  
Article
Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning
by Jenny T. Y. Tsang, Mike K. P. So, Andy C. Y. Chong, Benson S. Y. Lam and Amanda M. Y. Chu
Educ. Sci. 2021, 11(8), 446; https://doi.org/10.3390/educsci11080446 - 20 Aug 2021
Cited by 87 | Viewed by 16006
Abstract
The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, [...] Read more.
The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL. Full article
(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)
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14 pages, 642 KiB  
Article
Simulated Fieldwork: A Virtual Approach to Clinical Education
by Amy Mattila, Retta M. Martin and Elizabeth D. DeIuliis
Educ. Sci. 2020, 10(10), 272; https://doi.org/10.3390/educsci10100272 - 2 Oct 2020
Cited by 16 | Viewed by 7001
Abstract
The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to [...] Read more.
The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to COVID-19. A descriptive design was used to implement the Satisfaction with Simulation Experience Scale (SSES) with students (n = 27) following each a low fidelity (paper cases) and high fidelity (Simucase™) simulation. A comparison of the SSES data following paper cases and simulation scenarios indicated statistically significant increases in Debrief and Reflection (p = 0.008) and Clinical Reasoning (p = 0.043), suggesting that students develop in-depth reflection, reasoning, and clinical abilities as they progress through their simulated experience. Full article
(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)
11 pages, 211 KiB  
Article
COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?
by David Mhlanga and Tankiso Moloi
Educ. Sci. 2020, 10(7), 180; https://doi.org/10.3390/educsci10070180 - 9 Jul 2020
Cited by 239 | Viewed by 52908
Abstract
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a [...] Read more.
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. Full article
(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)
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