Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators
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ABSTRACT:
SUBMITTER: Ma K
PROVIDER: S-EPMC7946405 | biostudies-literature | 2021 Mar
REPOSITORIES: biostudies-literature
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Project description:The lockdown due to COVID-19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID-19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self-efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub-group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high-quality educational support and crisis-psychological oriented services to teachers, and help to maintain the psychological well-being.
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Project description:As the COVID-19 pandemic progressed in early 2020, social distancing rules and 'lockdowns' brought face-to-face teaching in universities in the UK, and globally, to a halt, leading to an abrupt move to online teaching and learning. This article details student feedback to a course on applied forensic medicine and pathology - framed as 'safeguarding vulnerable patients' - which was adapted for delivery online in response to restrictions imposed by the pandemic. That feedback indicated that the adapted online course was well-received and, overall, it compared favourably with pervious iterations of the blended learning course, which had included a substantial face-to-face teaching component. Students remained engaged with the teaching, and they continued to see the relevance of forensic medicine to their future clinical practice.
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Project description:Learning and education are two of the biggest world issues of the current pandemic. Unfortunately, it is seen in this work that, due to the length of the incubation period of Covid-19, full opening of schools in the Fall of 2020 seems to be impractical unless the spread of the virus is completely under control in the surrounding region (e.g. with fewer than 5 active cases every million people). In order to support the possibility of some in-person learning, we model the diffusion of the epidemic within each single school by an SEAIR model with an external source of infection and a suitable loss function, and then evaluate sustainable opening plans. It turns out that blended models, with almost periodic alternations of in-class and remote teaching days or weeks, are generally (close to) optimal. In a prototypical example, the optimal strategy prescribes a school opening of 90 days out of 200 with the number of Covid-19 cases among the individuals related to the school increasing by about 67% with respect to no opening, instead of the about 200% increase that would have been a consequence of full opening. As clinical fraction is low in children, these solutions could lead to very few or no symptomatic cases within the school during the whole school year. Using the prevalence of active cases as a proxy for the number of pre- and asymptomatic, we get a preliminary indication for each country of whether either full opening, or blended opening with frequent testing, or no school opening at all, is advisable.
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