An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors

Almuwais, Afrah; Alqabbani, Samiah; Benajiba, Nada; Almoayad, Fatmah

doi:10.26803/ijlter.20.6.2

Cited by 7 publications

(6 citation statements)

References 35 publications

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“…There is need to cultivate a culture of change as institutions transition to online teaching, learning and assessment as this will reduce resistance. Advanced planning and infrastructure are important for successful implementation of e-learning [ 41 ]. There is also need to modulate the traditional methods of teaching, learning and assessment for e-learning.…”

Section: Discussionmentioning

confidence: 99%

“…In our faculty both synchronous (live or in real-time) and asynchronous (recorded or self-paced) are used through the University’s learning management system (along with Zoom or Microsoft Teams). Synchronous e-learning is offered in the form of interactive teaching and clinical case discussions in small and large group formats [ 37 ] and asynchronous e-learning includes preparation of course materials for students in advances to be accessed later (recorded lectures, supportive videos, external links for recommended websites, and electronic books [ 37 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

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Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

Chidzonga

Haruzivishe²,

Chikwasha³

et al. 2022

PLoS ONE

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

Chidzonga

Haruzivishe²,

Chikwasha³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…In addition, e-learning offers unparalleled accessibility, unlimited location and no time or user cost constraints [38,39]. Satisfaction with online learning correlates with perceived effectiveness [40]. E-learning serves to stabilise the learning process by overcoming geographical distances and reaching a broader audience.…”

Section: E-learning and B-learningmentioning

confidence: 99%

Analysis of the Effectiveness of Safety Training Methods

Bęś,

Strzałkowski

2024

Sustainability

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Work safety is an important area of business activity, particularly in industries with the most dangerous risks, such as mining, construction and energy. The aim is to reduce the number of accidents and increase employee awareness of occupational hazards and the principles of safe working practices. One of the most important ways to increase employee awareness and consequently reduce accidents is through training. The effectiveness of training is contingent on proper planning, design and preparation. Design thinking directed towards the use of teaching methods and tools is crucial. Properly planned training is part of the sustainability of companies, which consequently results in higher work safety due to its high efficiency. This article reviews the most common training methods in the area of work safety and evaluates them qualitatively and quantitatively using SWOT and multi-criteria analyses. These analyses can provide important guidance in the selection of training methods, regardless of the business sector. Based on the results obtained, effective training methods included those involving students: active training methods with elements of discussion and gamification, augmented and virtual reality, demonstrations and simulations. However, the best training results can be achieved by combining a number of training methods, while maintaining the right balance to achieve the intended training objectives. This is particularly important in businesses with specific activities such as mining, construction or energy.

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“…In addition, students with high self-efficacy in internet usage for information seeking exhibited higher self-efficacy for online learning (Tang & Tseng, 2013 ). Student readiness to learn online impacted satisfaction and is correlated with perceived effectiveness of e-learning (Almuwais et al, 2021 ). Students who persisted academically likely developed enhanced self-efficacy in the online learning environment.…”

Section: Introductionmentioning

confidence: 99%

Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales

et al. 2022

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The rapid learning environment transition initiated by the COVID-19 pandemic impacted students’ perception of, comfort with, and self-efficacy in the online learning environment. Garrison’s Community of Inquiry framework provides a lens for examining students’ online learning experiences through three interdependent elements: social presence, cognitive presence, and teaching presence. Researchers in this study developed and validated the Learning Modality Change Community of Inquiry and Self-Efficacy scales to measure health professions students’ self-efficacy with online learning, while exploring how cognitive, social, and teaching presence is experienced by students who transition from one learning environment to another. The two scales demonstrate strong validity and reliability evidence and can be used by educators to explore the impacts of learning modality changes on student learning experiences. As learning environments continue to evolve, understanding the impact of these transitions can inform how educators consider curriculum design and learning environment changes.

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An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors

Cited by 7 publications

References 35 publications

Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

Analysis of the Effectiveness of Safety Training Methods

Exploring the impacts of learning modality changes: Validation of the learning modality change community of inquiry and self-efficacy scales

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