General considerations for online teaching practices in bioinformatics in the time of COVID-19.
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ABSTRACT:
SUBMITTER: Arenas M
PROVIDER: S-EPMC8426940 | biostudies-literature |
REPOSITORIES: biostudies-literature
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| S-EPMC8653158 | biostudies-literature
Project description:The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education.
| S-EPMC7847201 | biostudies-literature
Project description:Online teaching transition during COVID-19 school lockdown elicited challenges for teachers and schools across the globe. The existing literature on the impact of COVID-19 in the education sector is predominantly descriptive and focused on the difficulties faced by teachers during the process of transferring into online teaching, mainly in the higher education sector. This study adopted a mixed-method design to examine online teaching self-efficacy (TSE) during COVID-19, its associated factors and moderators. A sample of 351 Chinese school teachers retrospectively reported their online TSE at the beginning and end of COVID-19 school lockdown, out of which six were followed up for an in-depth interview. TSE for online instruction did not significantly increase (β = .014, p > 0.05) whereas that for technology application increased significantly (β = .231, p < 0.01). Lack of experience in online teaching, separation of teachers from students, school administrative process and unsatisfactory student academic performance were identified as the major associated factors. A moderation effect of adaptability and teacher burnout on the change in online TSE were examined, of which passion burnout was the only significant moderator toward the change in online TSE. The study thus concluded that teachers' online TSE for technology application increased among Chinese teachers during COVID-19 school lockdown.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-021-10486-3.
| S-EPMC7946405 | biostudies-literature
Project description:The present study involved an extra-cultural adaptation and validation of questionnaire regarding online teaching (QOT) to know faculty perception, attitude and experiences of online teaching. Cronbach's alpha was determined for assessing internal reliability of QOT and found to be 0.886, confirmed that the scale have good reliability. Factor Analysis of the scale (Principal Component Analysis) was used to examine factor structure and then trailed by varimax rotation. The items were allocated four sub scales. A survey technique was used for the validation of QOT and the survey was conducted during September-December' 2020 in private and public universities of Karachi to determine the pharmacy faculty's perception and experience regarding online teaching. Approximately 35% responded that "It is very easy to prepare and deliver an online course" and 45% opined that "The universities offering Pharm.D should adopt the use of e-learning for teaching in future to complement traditional teaching". Majority of the faculty were in favor of starting online teaching during pandemic to complete semester on time (72%). However, in-campus courses contribute more to students' learning than online courses in pharmaceutical sciences (65.5%). The present study summarizes that academic staff did opt online teaching over one-to-one teaching in the lock down situation during Covid-19 pandemic however, they agreed not to replace traditional teaching to online teaching. Teachers recognized some difficulties and challenges during online teaching including difficulty in preparing lecture for online teaching than traditional classroom teaching, shortage of long time training sessions. Female teachers were inclined to online teaching than male and lecturers tend to prefer online teaching compared to senior teachers. Universities and administration should take imperative acts for improving online teaching for better learning during lock down or any other situation where social distancing is required.
| S-EPMC9467304 | biostudies-literature
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| S-EPMC7482317 | biostudies-literature
Project description:OBJECTIVES:To analyse the quality of information included in websites aimed at the public on COVID-19. METHODS:Yahoo!, Google and Bing search engines were browsed using selected keywords on COVID-19. The first 100 websites from each search engine for each keyword were evaluated. Validated tools were used to assess readability [Flesch Reading Ease Score (FRES)], usability and reliability (LIDA tool) and quality (DISCERN instrument). Non-parametric tests were used for statistical analyses. RESULTS:Eighty-four eligible sites were analysed. The median FRES score was 54.2 (range: 23.2-73.5). The median LIDA usability and reliability scores were 46 (range: 18-54) and 37(range:14-51), respectively. A low (<50 %) overall LIDA score was recorded for 30.9 % (n?=?26) of the websites. The median DISCERN score was 49.5 (range: 21-77). The DISCERN score of ?50 % was found in 45 (53.6 %) websites. The DISCERN score was significantly associated with LIDA usability and reliability scores (p?<?0.001) and the FRES score (p?=?0.024). CONCLUSION:The majority of websites on COVID-19 for the public had moderate to low scores with regards to readability, usability, reliability and quality. PRACTICE IMPLICATIONS:Prompt strategies should be implemented to standardize online health information on COVID-19 during this pandemic to ensure the general public has access to good quality reliable information.
| S-EPMC7411423 | biostudies-literature
Project description:Academically productive talk (APT) in classrooms has long been associated with significant gains in student learning and development. Yet, due to COVID-19 related restrictions, teachers around the world were forced to adapt their teaching to online, remote settings during the pandemic. In this investigation, we studied APT in junior high school during extended online, remote teaching spells. Specifically, we focused on the extent APT was a part of online teaching practices, what characterized teachers who tended to promote APT more in online, remote teaching, and associations between APT and teacher well-being, as well as student motivation and engagement. Findings from two survey studies (Study 1: 99 teachers, and 83 students; Study 2: 399 teachers) revealed the following patterns: Students and teachers agreed that APT was used to a lesser extent in remote, online classes, and associated with more interactive instructional formats (whole classroom discussion, peer group work, and questioning), but not with frontal teaching and individual task completion. Teachers with a higher sense of teaching self-efficacy, autonomous orientations, and higher empathy tended to promote APT in online, remote teaching more. More APT was associated with greater teachers' work-related (i.e., lower burnout, more commitment to teaching, and lower turnover intentions) and psychological well-being (i.e., less depressive and anxiety symptoms, and higher subjective well-being). Finally, student experiences with APT in online, remote learning was positively associated with learning motivation and engagement. Theoretical and practical implications are discussed.
| S-EPMC8881193 | biostudies-literature
Project description:BackgroundThe COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access.AimTo assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic.Material and methodsStudents in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively) after the lockdown in Norway on 12 March 2020 and participated in digital focus group interviews in May 2020 (mixed methods study).Findings and discussionTwo weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student's familiarity with the former. The dropout rate remained unchanged compared to previous years.ConclusionThe sudden shift to digital teaching was challenging for students, but it appears that they adapted quickly to the new situation. Although the concerns described by students in this study may only be representative for the period right after campus lockdown, the study provide the student perspective on a unique period of time in higher education.
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| S-EPMC9251909 | biostudies-literature
Project description:The global societal impact of the COVID-19 pandemic is incalculable with profound social suffering, deep economic hardships and enforced closure of schools, businesses, and higher learning institutions through the imposition of lockdown and social distancing in mitigation of the spread of the SARS-Cov-2 infection. Institutions have had to hastily migrate teaching, learning and assessment to online domains, at times with ill-prepared academics, students and institutions and with unwelcome and disorienting consequences. Our study surveyed perspectives of faculty at the University of Zimbabwe Faculty of Medicine and Health Sciences (UZFMHS) towards the hastily adopted online teaching, learning and assessment implemented in response to the mitigation of the COVID-19 pandemic. Twenty nine (29) faculty in all the major disciplines and career hierarchy. There were mixed responses regarding the use of this modality for teaching, learning and assessment: training before online teaching, learning and assessment, advantages and disadvantages, cost effectiveness, effectiveness for teaching, learning and assessment, effect on student feedback, disruptions from internet connectivity issues, interaction with students, suitability for practical training, and barriers to online teaching, learning and assessment. These results would enable the UZFMHS develop institutional and personalised approaches that would enable execution of online teaching, learning and assessment under the current and post COVID-19 pandemic.
| S-EPMC9671340 | biostudies-literature