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Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts.

ABSTRACT: Emergency online teaching (EOT) due to COVID19 is different to well-planned online learning. This small-scale qualitative case study explored the impact of EOT upon undergraduate students in a regional university and a metropolitan university in Australia. Each university had some experience in online or distance learning, however, courses in this study were on-campus face-to-face courses in education and performing arts. Differentiating factors considered are location, course of study, year of study and innovations that arose during the EOT period. To assist in the interpretation of findings, this case study utilises the "emergency remote teaching environments'' (ERTE) developed by Whittle, Tiwari, Yan and Williams (2020) as an interpretive lens; and the findings of this study are also compared with the findings in the Australian Tertiary Education Quality and Standards Agency (TESQA) November 2020 report. Implications derived from the present case study for consideration in the development of future online learning include technology selected, upskilling tertiary educators and unexpected benefits to students.

SUBMITTER: Lorenza L

PROVIDER: S-EPMC8718377 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts.

Lorenza Linda L Carter Don D

International journal of educational research open 20210604

Emergency online teaching (EOT) due to COVID19 is different to well-planned online learning. This small-scale qualitative case study explored the impact of EOT upon undergraduate students in a regional university and a metropolitan university in Australia. Each university had some experience in online or distance learning, however, courses in this study were on-campus face-to-face courses in education and performing arts. Differentiating factors considered are location, course of study, year of ...[more]

PMID: 35059667

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Project description:ObjectiveOnline teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students' willingness to engage with online teaching, as well as their evaluations of this mode of teaching.MethodsWe randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students' willingness to accept online teaching and to identify its shortcomings.ResultsThe self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item's score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students' satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates.ConclusionsThe face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses.

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.

Dataset Information

Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts.

Publications

Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts.

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