An agile educational framework: A response for the covid-19 pandemic

Al-Sholi, Hana Y.; Shadid, Ola R.; Alshare, Khaled A.; Lane, Mike

doi:10.1080/2331186x.2021.1980939

Cited by 14 publications

(7 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is an important lesson particularly as universities are moving toward blended and technology-informed learning that offers flexibility and engages students in decision-making. This is consistent with the experiences of other academics experiencing COVID disrupted teaching, who have described the emergence of student-centered “agile” responses to ensure course delivery ( 32 , 33 ).…”

Section: Discussionsupporting

confidence: 85%

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

O’Brien

Tighe

Doroud

et al. 2023

Front. Public Health

View full text Add to dashboard Cite

IntroductionMaintaining progress in the face of looming burnout during the first 2 years of the COVID-19 pandemic was crucial for the health workforce, including those educating the next generation of health professionals. The experiences of students and healthcare practitioners have been explored to a greater degree than the experiences of university-based health professional educators.MethodsThis qualitative study examined the experiences of nursing and allied health academics at an Australian University during COVID-19 disruptions in 2020 and 2021 and describes the strategies that academics and/or teams implemented to ensure course continuity. Academic staff from nursing, occupational therapy, physiotherapy, and dietetics courses at Swinburne University of Technology, Australia provided narratives regarding the key challenges and opportunities they faced.ResultsThe narratives highlighted the strategies generated and tested by participants amidst rapidly changing health orders and five common themes were identified: disruption; stress; stepping up, strategy and unexpected positives, lessons, and legacy impacts. Participants noted challenges related to student engagement in online learning and ensuring the acquisition of discipline-specific practical skills during periods of lock-down. Staff across all disciplines reported increased workload associated with converting teaching to on-line delivery, sourcing alternative fieldwork arrangements, and dealing with high levels of student distress. Many reflected on their own expertise in using digital tools in teaching and their beliefs about the effectiveness of distance teaching for health professional training. Ensuring students were able to complete required fieldwork hours was particularly challenging due to constantly changing public health orders and conditions and staffing shortages at health services. This was in addition to illness and isolation requirements further impacting the availability of teaching associates for specialist skills classes.DiscussionSolutions such as remote and blended learning telehealth, and simulated placements were rapidly implemented in some courses especially where fieldwork could not be rescheduled or amended at the health settings. The implications and recommendations for educating and ensuring competence development in the health workforce during times when usual teaching methods are disrupted are discussed.

show abstract

Section: Discussionsupporting

confidence: 85%

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

O’Brien

Tighe

Doroud

et al. 2023

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…From the beginning of the crisis, educational institutions were forced to ensure the continuity of educational activities, leading to the implementation of training programs for educators on new academic methods and various online tools (Simón et al, 2022;Verde & Alero, 2021). Concurrently, education institutions had to allocate resources toward enhancing infrastructure and acquiring apparatus to equip their facilities, students, and faculty with the essential resources to facilitate effective learning in this new setting (Roatta & Tedini, 2021;Al-Sholi et al,2021).…”

Section: Pros and Cons Of Blended Learning In The Post Covid-19 Eramentioning

confidence: 99%

A Review of Blended Learning after the COVID-19 Pandemic

Anthony Angwaomaodoko

2024

IRE

View full text Add to dashboard Cite

Blended learning (BL) is a combination of traditional face-to-face teaching and online learning methods. It is a very efficient alternative in post COVID19 era and it offers a solution to keeping safe distancing warranted by the COVID-19 pandemic. Blended learning harnesses the technological developments of the digital age while preserving the indispensable human factor and the advantages of face-to-face interaction intrinsic in the longstanding classroom setting. By harnessing the potentials of online and offline learning approaches, BL has become the most suitable option especially in higher institutions as it fosters independence in learning and brings about more meaningful learning experiences. Blended learning offers several academic advantages to both teachers and students among which are flexibility, student motivation, cost effectiveness, personalized learning experience, and improved academic performance. In addition, this learning method accurately fits the requirements of the post COVID-19 era while promoting students’ essential 21st century abilities like problem-solving skills, information literacy skills as well as critical thinking skills. However, educational institutions have encountered a number of challenges in the implementation of blended learning. These include technological literacy and competence, students’ isolation, technological complexity and technological sufficiency challenges. Regardless of these challenges, the several advantages inherent in blended learning made it a useful educational tool during the COVID-19 pandemic and in the post COVID-19 era.

show abstract

“…Since the beginning of the health crisis, universities had to ensure continuity in teaching, necessitating training programs for teachers on the different online tools, as well as the new pedagogical ways of teaching [29,30]. Simultaneously, universities had to invest in infrastructure and equipment to provide their centers, students, and teachers with the necessary resources to ensure that the learning process was effectively carried out in the new environment [31,32].…”

Section: The Challenges and Opportunities Of Bl Implementation In Hig...mentioning

confidence: 99%

“…Likewise, in the same way the methods of teaching are changing, the students' ways of choosing the university where they will develop their studies are also changing, taking into consideration the capacity of the universities to face adverse situations in a manner that does not affect their learning. Therefore, having pre-established plans can become a determining factor in students' future university choices [32].…”

Section: The Challenges and Opportunities Of Bl Implementation In Hig...mentioning

confidence: 99%

Implementation of Blended Learning during COVID-19

Batista-Toledo

Gavilán

2022

Encyclopedia

View full text Add to dashboard Cite

Blended learning (BL) is a teaching model that combines face-to-face activities in the classroom with activities outside the classroom through the introduction of technology that is computer-based, distance, or mobile learning, among others. There are several BL models to adopt, depending on the importance and extent to which the technology is used. It brings great benefits to the learner and involves teachers in the design of new teaching methods.

show abstract

An agile educational framework: A response for the covid-19 pandemic

Cited by 14 publications

References 24 publications

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

A Review of Blended Learning after the COVID-19 Pandemic

Implementation of Blended Learning during COVID-19

Contact Info

Product

Resources

About