Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning

Schoenfeld-Tacher, Regina; Dorman, David C.

doi:10.3390/vetsci8020013

Cited by 24 publications

(20 citation statements)

References 35 publications

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“…Additionally, they are convenient in case of Internet‐related issues, such as availability, connectivity, and speed (Rashid et al, 2020). Frequent access to asynchronous learning materials enhances veterinary students' performance (Schoenfeld‐Tacher & Dorman, 2021). The current study showed that the veterinary school followed the asynchronous mode of teaching and the learning materials provided to students through the university platform were either PowerPoint slides with recorded voice or pdf format.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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The sudden shift of veterinary anatomy teaching from traditional to online mode during the Covid‐19 pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate students’ perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two‐thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face‐to‐face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three‐dimensional (3D) virtual tools and electronic devices with either free or low‐priced internet packages, and measuring students’ understanding before and after each lecture. This is the first study to solicit the early students’ feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision‐makers in Egypt for future implementation of online learning of veterinary anatomy.

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Section: Discussionmentioning

confidence: 99%

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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“…The study designs include cross-sectional, case–control, mixed, and qualitative study designs. Most studies are at Kirkpatrick level 1, while three of them are at level 2 [ 29 – 31 ] and two are at level 3 [ 26 , 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…54% agreed that OL engagement, increase motivation, and build their interest. However, only 37.6% supported OL 1 Schoenfeld-Tacher & Dorman (2021) [ 31 ] OL; UG veterinary students from North Carolina State University Online questionnaire Traditional learning ( N = 103) Cross-sectional study Students (52.6%) agreed that the OL performs almost the same with f2f, 15.8% thought OL was better. Benefits, include increased motivation and flexibility of time and place.…”

Section: Resultsmentioning

confidence: 99%

“…Most studies stated that internet problems (16 studies) as well as low interaction and poor communication (16 studies) contributed to the negative perceptions. In addition, seven studies reported both problems at the same time: poor internet connection as well as poor interaction and communication [ 19 , 26 , 31 , 34 , 45 , 51 , 61 , 62 ]. This might suggest that good internet connection may facilitate good interaction and communication.…”

Section: Resultsmentioning

confidence: 99%

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A systematic review of health sciences students’ online learning during the COVID-19 pandemic

2022

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Background This study aims to analyse the effectiveness of distance learning during the COVID-19 pandemic among undergraduate health sciences students using systematic review. Online learning has been chosen as the best approach to continue offering education in this pandemic era. Method: The screening process was done using Scopus, ScienceDirect and PubMed based on the eligibility criteria. Out of 1486 studies, 1269 were screened. A total of 64 eligible studies obtained were included in the quantitative analysis. Results were categorized into i) student attitudes (perceptions/satisfactions/engagements), and ii) student learning outcomes, and compared to the Kirkpatrick model. Results Although facing difficulties, 50% of the studies was moderately satisfied with distance learning, while 36% was highly satisfied and 17% dissatisfied. Most studies (26%) reported flexibility in online learning. Internet issues (19%) and low interaction between learners and instructors (19%) were the most prevalent problems mentioned. Online education engages students better than traditional learning. The learning outcome was assessed using two categories: i) academic performance and ii) skill development. Most studies (72%) stated that online learning improves academic performance, 14% reported a drop, and 14% stated no effect, while an increase in clinical skills and communication skills were reported. Kirkpatrick evaluation revealed 80% of the studies obtained was evaluated at level 1 (reaction), 8% at level 2 (learning), 12% at level 3 (behaviour) and none at level 4 (results). Conclusion Overall, this systematic review found that the online learning performed better than expected during COVID-19, but the data gained is insufficient to say it is beneficial when compared to other types of teaching approaches.

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“…The students could attend the recitations live on Zoom, but some of them chose only to follow them asynchronously, confirming the post-pandemic literature (cfr. [40]) that stated that the added liberty in choosing when to follow classes could outweigh the advantage of being able to interact with the teacher; 17 students mentioned the availability of lecture captures-which, at the University of Milan, were still a novelty in March 2020-as a plus, and one student stated that recordings made it possible for him to reconcile his summer job with the course. It should be mentioned that five students were working during the summer, and two gave up a summer job in order to spend enough time on the course.…”

Section: Working At a Distancementioning

confidence: 99%

Making Good of a Pandemic: A Long-Distance Remedial Summer Course in Calculus

Rizzo

2021

Education Sciences

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What do you do when a change in enrollment policies leaves you with more than 600 students in a first-term university calculus class, three-quarters of those students had a failing mark in mathematics in the pre-enrollment test, you planned a series of remedial activities for the second term, and the COVID-19 pandemic shuts the university down with a two-day notice? The pandemic hit instruction with might, forcing schools and universities that were timidly experimenting with digital tools to reinvent themselves in days. The pandemic also offered incentives for creative solutions that, in normal times, would have been considered fit for submission to the committee for recursive committee submissions at best. This paper narrates a teaching experience of how we proposed and managed an at-distance remedial course in August that not only catered to more than twice the number of students expected by our best forecasts, but was a very good success once its effectiveness was compared to the outcomes predicted by the pre-enrollment test scores. We expose the design of the course and link its measured effectiveness with both its design and student engagement; in particular, we show that a different approach to the examination of cognitive load and to fostering student–teacher and student–student communication thanks to digital mediation could be effective in countermanding the math-induced drop-out phenomenon in STEM.

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Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning

Cited by 24 publications

References 35 publications

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

A systematic review of health sciences students’ online learning during the COVID-19 pandemic

Making Good of a Pandemic: A Long-Distance Remedial Summer Course in Calculus

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