Search Results (47)

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the replication, dissemination, and implementation of evidence-based PD programs for synchronous online teachers. This study presents the design of SOL-lab, an online PD program aimed at fostering teachers’ technical and social SOT competences. A detailed overview of the online PD design is offered, encompassing the underlying theoretical and empirical foundations, macro-level design principles, and micro-level instructional and learning activities. More particularly, three key design principles guided the online PD development process: focused observation of SOT, providing and receiving feedback, and stimulating the transfer of learning. By integrating authentic learning experiences and fostering reflective practice, our program aims to empower teachers with the necessary competences to thrive in SOT environments. An analysis of teachers’ perceptions indicates that they had a positive experience with the effective features of the PD program. This study offers valuable insights for the development of effective online PD initiatives for SOT. Full article

There is an ongoing debate in the halls of traditional universities about the effectiveness of course delivery modes other than face-to-face instruction. This paper reports on a natural experiment that we were able to conduct in Spring 2022 as we offered the same course to similar student populations in three different delivery modes (face-to-face, synchronously online via Teams, and asynchronously online). While about a quarter of the students who responded to a survey about their preferred delivery mode who were not enrolled in a face-to-face class indicated that they preferred a face-to-face class, the experiment did not find any differences between the three groups in terms of their assessment of teaching or in their performance both in the course overall or in the individual assignments in the course. While the experiment may suffer some shortcomings, the results indicate that a well-designed online course, delivered synchronously or asynchronously, may encourage student learning more effectively than a face-to-face course. Full article

The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others. Full article

Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, and simulation training sessions. The asynchronous online elements should complement the varied schedules of different professions and meet the individual needs of participants, especially considering the challenges posed by the COVID-19 pandemic. The course structure, evaluations, and outcomes were documented, showing a positive impact on knowledge gain concerning communication and self-assessment in communication skills. In the pretest, the participants scored 43.18% correct answers to a knowledge test, whereas 71.50% correct answers were given in the posttest. Some participants indicated an improvement in the self-assessment of their skills. For example, before the training only 13.64% answered the question “How prepared do you feel regarding your communication skills for entering the profession?” with “Very good” or “Good”, versus 50.00% in the posttest. There were also only 22.73% of participants who agreed to having sufficient understanding of the roles of other professional groups, while in the posttest, 81.82% agreed. The evaluations highlighted positive feedback on the organization, learning environment, and overall course structure. However, challenges such as limited resources, especially time and financial constraints, influenced the implementation and ongoing development of the course. Subsequent runs of the course could gather more data to further improve the teaching of veterinary interprofessional communication. This ongoing data collection would allow continuous insights into and adjustments to the teaching methods, ensuring maximum benefit for veterinary students and apprentice assistants. Full article

Since the COVID-19 pandemic, most institutions have adopted online information management systems, also called “learning management systems”. These learning management systems are effective tools for students studying innovative and academic courses as they can host self-learning material, e-tutorials, and online sessions, as well as assessment processes, such as the online submission of assignments and quizzes. Not only this, but students can also clarify any doubts through the synchronous and asynchronous modes of discussion boards. Learning management system tools have been adopted in all areas of academia post-COVID-19, and now certificates, diplomas, graduations, and post-graduation programs are also being run through online platforms, where working professionals can learn and improve their knowledge and skills in their spare time. This has helped learners in their professional development and other career-related endeavors. All prime universities have tried and adopted online information systems, including viz. flipped classrooms, online e-learning via learning management systems, recorded classes, library records, academic management systems for student performance records, and registration systems. This has become possible due to the widespread adoption of information technology, which has improved communication and bonding among stakeholders via online and internet resources. This comprehensive review aims to identify successful academic tools that top universities have used to popularize online education. This study examines online learning skills, e-flipped classrooms for online systems, e-problem-based learning, assessment evaluation techniques, and outcome-based teaching and learning pedagogy, which are used in online learning systems to enable effective learning among all students. Full article

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences. Full article

The COVID-19 pandemic has led to the growth of hybrid and online learning environments and the trend of introducing more technology into the classroom. One such change could be the use of smart synchronous hybrid learning environments (SSHLEs), which are settings with both onsite and online students concurrently, where technology plays a key role in sensing, analyzing, and reacting throughout the teaching and learning process. These changing environments and the incorporation of new technologies can place a greater workload on participants and reduce teacher agency. In light of this, this paper aimed to analyze the workload and teacher agency across various SSHLEs. The NASA-TLX model was used to measure the workload in several scenarios. Questionnaires and interviews were used to measure teacher agency. The results obtained indicated that the workload of the teacher tended to be high (between 60 and 70 points out of 100 for the NASA-TLX workload), especially when they lacked experience in synchronous hybrid learning environments, and the workload of the students tended to have average values (between 50 and 60) in the SSHLEs analyzed. Meanwhile, the teacher agency did not appear to be altered but showed potential for improvement. Full article

Disaster Risk Reduction (DRR) education endorses educational initiatives that advocate for reducing existing disaster risks. The COVID-19 pandemic challenged the social order around the world, including the education sector. The rise of the pandemic paved the way to significantly convert the education sector towards online/distant learning via digital platforms. Online distance learning was a challenging emergency shift for many who had to change their teaching and learning strategies. This study is an investigation of the significant challenges associated with online learning in DRR education. The objectives of the study were to consider the online learning strategies used in formal DRR education at the tertiary level and to identify the associated challenges faced by the learners. This study presents the findings of an online survey conducted as part of a research collaboration titled INCLUsive Disaster Education (INCLUDE). INCLUDE is a collaborative research project co-funded by the EU Erasmus+ program aimed to reimagine online distance learning education. The survey was conducted in the country contexts of the research partners, which include Lithuania, Japan, Sweden, and the UK, with DRR learners who are engaged in online learning. The findings suggest that Learning Management Systems, synchronous learning, and flipped classrooms are the dominant learning strategies that engage learners. The findings further suggest that challenges in online DRR education lie in inadequate ICT infrastructure and digital literacy, health-related disturbances, and professional and personal commitments that lead into learning discontinuity. Hence, the study concludes that in order to enhance the inclusivity of online DRR education, the overall social and vulnerability contexts of the learners should be considered. Full article

UNESCO’s Sustainable Development Goal 4 and new curricula around the world call for a better quality of education. Among the main challenges of improving quality is increasing the integration between disciplines and improving the preparation of students for the personal and work requirements of a smarter and rapidly changing society. For that purpose, we need to design new and effective didactic strategies. However, current classrooms are isolated. They practically never connect. This hinders the exchange of ideas. It inhibits imitation and recombination, the basic blocks of cultural evolution and innovation. In this paper, we analyze four online interclass tournaments that we have implemented in the last decade. This long-term view is crucial for estimating the sustainability of new teaching strategies. These tournaments are very uncommon lessons, where entire elementary or middle school classes interconnect synchronously and play an educational game. This increased interconnectedness is only possible thanks to digital communication technology. We found that these interclass tournaments are feasible to implement in schools; that they are a promising mechanism for teaching with an increased integration of disciplines; and that they facilitate imitation, recombination, and innovation of teaching strategies. Thus, interclass tournaments could be a feasible strategy to help innovate and improve the quality of education. Full article

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges. Full article

The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, the majority of the university teachers in the bachelor’s programs were interviewed, and their statements were subsequently categorized. While lectures and tutorials in distance learning were held asynchronously or synchronously online, laboratory courses used a variety of formats. The number of disadvantages cited, as well as the number of university faculty citing the same disadvantage, is greater than for advantages. The most commonly cited drawbacks fall into the areas of workload, communication, feedback, and active student participation. Physical presence and a return to the original learning objectives in the lab courses is wanted by the majority. The results point to commonalities between the science subjects and should encourage science departments to work together on similar problems in similar formats in the future. Furthermore, there is an urgent and ongoing need for the training of natural science teachers in competence-oriented digital teaching. Full article

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers’ self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers’ levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers’ self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers’ suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented. Full article

Periodic phenomena are oscillating signals found in many naturally occurring time series. A periodogram can be used to measure the intensities of oscillations at different frequencies over an entire time series, but sometimes, we are interested in measuring how periodicity intensity at a specific frequency varies throughout the time series. This can be performed by calculating periodicity intensity within a window, then sliding and recalculating the intensity for the window, giving an indication of how periodicity intensity at a specific frequency changes throughout the series. We illustrate three applications of this, the first of which are the movements of a herd of new-born calves, where we show how intensity in the 24 h periodicity increases and decreases synchronously across the herd. We also show how changes in 24 h periodicity intensity of activities detected from in-home sensors can be indicative of overall wellness. We illustrate this on several weeks of sensor data gathered from each of the homes of 23 older adults. Our third application is the intensity of the 7-day periodicity of hundreds of University students accessing online resources from a virtual learning environment (VLE) and how the regularity of their weekly learning behaviours changes throughout a teaching semester. The paper demonstrates how periodicity intensity reveals insights into time series data not visible using other forms of analysis. Full article

Collaboration in interprofessional collaboration (IPC) teams is a part of working in welfare services. Unlike uniprofessional supervision, interprofessional supervision involves supervisors and students with different educational backgrounds. This study explores 105 supervisors’ responses after synchronous supervision of 15,700 students from teaching, health, and social work education programs who participated in an annual preservice interprofessional learning (IPL) course from 2018 to 2022. The purpose was to explore supervisors’ experience of the online IPL supervisor role and of the student’s learning outcomes through a longitudinal mixed-methods repeated design. Response rates: 61%, 45%, 82% and 40%, respectively. The students worked in IPL groups with limited interaction with supervisors, using a case-based learning approach. The supervisors were supportive of IPL but suggested changes to increase relevance. The imbalance in the knowledge base on child-related topics and IPL preparedness among the student groups was challenging. Some questioned the need for supervision, whereas others were concerned about the limited time allocated for supervision. We conclude that online supervision is forward-looking because candidates must prepare for helping users, such as children and their next-of-kin, online. We deduce that online supervision is relevant for the future and less complicated than IPL supervision Full article