Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts.
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ABSTRACT:
SUBMITTER: Lorenza L
PROVIDER: S-EPMC8718377 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Different from conventional educational paradigms, online education lacks the direct interplay between instructors and learners, particularly in the sphere of virtual physical education. Regrettably, extant research seldom directs its focus toward the intricacies of emotional arousal within the teacher-student course dynamic. The formulation of an emotion generation model exhibits constraints necessitating refinement tailored to distinct educational cohorts, disciplines, and instructional contexts. This study proffers an emotion generation model rooted in data mining of teacher-student course interactions to refine emotional discourse and enhance learning outcomes in the realm of online physical education. This model includes techniques for data preprocessing and augmentation, a multimodal dialogue text emotion recognition model, and a topic-expanding emotional dialogue generation model based on joint decoding. The encoder assimilates the input sentence into a fixed-length vector, culminating in the final state, wherein the vector produced by the context recurrent neural network is conjoined with the preceding word's vector and employed as the decoder's input. Leveraging the long-short-term memory neural network facilitates the modeling of emotional fluctuations across multiple rounds of dialogue, thus fulfilling the mandate of emotion prediction. The evaluation of the model against the DailyDialog dataset demonstrates its superiority over the conventional end-to-end model in terms of loss and confusion values. Achieving an accuracy rate of 84.4%, the model substantiates that embedding emotional cues within dialogues augments response generation. The proposed emotion generation model augments emotional discourse and learning efficacy within online physical education, offering fresh avenues for refining and advancing emotion generation models.
| S-EPMC10803077 | biostudies-literature
Project description:Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.Supplementary informationThe online version contains supplementary material available at 10.1186/s41239-021-00282-x.
| S-EPMC8403509 | biostudies-literature
Project description:Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.
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Project description:Introducing creative workshops in higher education curricula, in addition to formal lectures, is an excellent way of reinforcing knowledge and encouraging creative thinking. In particular, the use of card games as a tool for inducing student engagement and enthusiasm has been reported to be a very effective approach. Here, we report an innovative card game-based workshop for use at the intermediate undergraduate level. The name of the game is Microbes Against Humanity and has been adapted from the widely known party game Cards Against Humanity, which is freely available under a creative commons licence. Overall, 64 students and two academics participated in this 2 h workshop. Our students found the workshop to be very enjoyable, considered it to be helpful for their learning and suggested interesting ideas for further improvement. In conclusion, it was shown that such exciting workshops can trigger students' enthusiasm for microbiology and enhance their learning potential.
| S-EPMC8209641 | biostudies-literature
Project description:ObjectivesSevere global shortages in the health care workforce sector have made improving access to essential emergency care challenging. The paucity of trained specialists in low- and middle-income countries translates to large swathes of the population receiving inadequate care. Efforts to expand emergency medicine (EM) education are similarly impeded by a lack of available and appropriate teaching faculty. The development of comprehensive, online medical education courses offers a potentially economical, scalable, and lasting solution for universities experiencing professional shortages.MethodsAn EM course addressing core concepts and patient management was developed for medical students enrolled at Makerere University College of Health Sciences in Kampala, Uganda. Material was presented to students in two comparable formats: online video modules and traditional classroom-based lectures. Following completion of the course, students were assessed for knowledge gains.ResultsForty-two and 48 students enrolled and completed all testing in the online and classroom courses, respectively. Student knowledge gains were equivalent (classroom 25 ± 8.7% vs. online 23 ± 6.5%, p = 0.18), regardless of the method of course delivery.ConclusionsA summative evaluation of Ugandan medical students demonstrated that online teaching modules are effectively equivalent and offer a viable alternative to traditional classroom-based lectures delivered by on-site, visiting faculty in their efficacy to teach expertise in EM. Web-based curriculum can help alleviate the burden on universities in developing nations struggling with a critical shortage of health care educators while simultaneously satisfying the growing community demand for access to emergency medical care. Future studies assessing the long-term retention of course material could gauge its incorporation into clinical practice.
| S-EPMC6001592 | biostudies-literature
Project description:The introduction of the collectivized school management mode marks a turning point for teacher exchange, however, it also brings numerous challenges. Whether or not breakthroughs can be achieved in teacher exchange hinges on the outcome of stakeholder negotiations. This study employs a qualitative approach through case analysis. Based on interviews with 15 members of the Education Group, game theory was employed to investigate conflicts of interest between exchange teachers and original teachers during teacher communication. This study aimed to stimulate backbone teachers' motivation to transfer to branch schools while providing a broader space for free exchange. The conflicts of interest in teacher exchange within educational groups were found to be closely associated with various interest subjects, objects, and institutional arrangements in the teacher exchange system.
| S-EPMC10440518 | biostudies-literature
Project description:BackgroundGlobally, half of all years of life lost is due to emergency medical conditions, with low- and middle-income countries (LMICs) facing a disproportionate burden of these conditions. There is an urgent need to train the future physicians in LMICs in the identification and stabilization of patients with emergency medical conditions. Little research focuses on the development of effective emergency medicine (EM) medical education resources in LMICs and the perspectives of the students themselves. One emerging tool is the use of electronic learning (e-learning) and blended learning courses. We aimed to understand Uganda medical trainees' use of learning materials, perception of current e-learning resources, and perceived needs regarding EM skills acquisition during participation in an app-based EM course.MethodsWe conducted semi-structured interviews and focus groups of medical students and EM residents. Participants were recruited using convenience sampling. All sessions were audio recorded and transcribed verbatim. The final codebook was approved by three separate investigators, transcripts were coded after reaching consensus by all members of the coding team, and coded data were thematically analyzed.ResultsTwenty-six medical trainees were included in the study. Analysis of the transcripts revealed three major themes: [1] medical trainees want education in EM and actively seek EM training opportunities; [2] although the e-learning course supplements knowledge acquisition, medical students are most interested in hands-on EM-related training experiences; and [3] medical students want increased time with local physician educators that blended courses provide.ConclusionsOur findings show that while students lack access to structured EM education, they actively seek EM knowledge and practice experiences through self-identified, unstructured learning opportunities. Students value high quality, easily accessible EM education resources and employ e-learning resources to bridge gaps in their learning opportunities. However, students desire that these resources be complemented by in-person educational sessions and executed in collaboration with local EM experts who are able to contextualize materials, offer mentorship, and help students develop their interest in EM to continue the growth of the EM specialty.
| S-EPMC8822823 | biostudies-literature
Project description:This paper explores how first-year students experienced emergency online teaching during COVID-19 and aims at understanding individual experiences related to basic psychological need satisfaction, considering different levels of contextual facilitators for learning activities involving technology in higher education derived from the C-flat model. Employing a case study approach, interviews of 15 chemistry students were qualitatively analyzed. The results show negative effects of lacking internet connectivity and concurrence of learning and home spaces but positive effects of ceased commute between home and campus. Teachers' implementation of digital learning opportunities was perceived as adequate but did not sufficiently address the overwhelming increase in students' autonomy and decrease in social relatedness. Students' self-regulation skills as well as skills to initiate and maintain social contacts for interactive learning activities and for motivational support emerged as crucial aspects. Many students were not able to cope appropriately and students' need satisfaction during emergency online teaching appeared to be related to students' prior need satisfaction resulting in five groups of students, with two being relatively resilient and three being vulnerable to the disruptions of regular onsite teaching. Implications for further research and practice are discussed.
| S-EPMC9761897 | biostudies-literature
Project description:The present study aimed to examine how expressions of spirituality were stimulated and reflected in an online creative arts intervention for older adults during COVID-19 lockdowns. The online process focused on the creation of digital photocollages together with narrative elements of dignity therapy. Twenty-four Israeli and Italian community-dwelling older adults aged 78-92 participated in a three-session online intervention involving the production of three photocollages. The visual and verbal data (participants' chosen photos and photocollages, and transcripts of the sessions) were qualitatively analyzed within an abductive framework. Four themes were generated, representing the four domains of spirituality that were stimulated by and expressed in the process: (1) Connectedness with the self, (2) connectedness with others, (3) connectedness with the environment, and (4) connectedness with the transcendent. The findings show how photographs can serve as projective visual stimuli which elicit personal content through spontaneous thinking, and they reveal the multifaceted nature of spirituality, wherein each domain nourishes the others. Overall, the findings illustrate how creative arts intervention guided by the tenets of dignity therapy can contribute to the spiritual care of older adults during periods of social isolation, or to the spiritual support provided in palliative care.
| S-EPMC9245519 | biostudies-literature
Project description:The present study introduces the qualitative and quantitative results obtained in a pilot study of emergency remote teaching (ERT) evaluation in Indonesian higher education. In particular, this study aims to provide basic principles for future ERT implementation. Seven universities in Indonesia were involved in the first phase of the study, aiming to obtain initial information regarding the relevance, content validity, and readability of fundamental initial principles of ERT. The second phase aims to assess the quality ERT scale quality using confirmatory composite analysis (CCA) procedure, involving 2,957 undergraduate students from 22 universities in ten provinces in Indonesia. The results seem to indicate that the ERT principles can be viewed as 1) a complementary tool for ERT design covering five principles including simplicity, accessibility, affordability, flexibility, and empathy; and 2) In Indonesian higher education, affordability and flexibility are the two principles that are rated the lowest based on students' experiences. The lack of access to a fast, affordable, and reliable Internet connection in some areas of Indonesia is a fundamental problem in implementing ERT. This result is likely to be the case in other developing countries with similar geographical characteristics. The findings provide information based on practical experience - showing that learning design in a crisis is dynamic and open to revision based on socio-economic considerations, technological infrastructure, and students 'and teachers' readiness.
| S-EPMC8384910 | biostudies-literature