Effective online teaching and learning practices for undergraduate health sciences students: An integrative review

Rensburg, Elsie Sophia Janse van

doi:10.1016/j.ijans.2018.08.004

Cited by 55 publications

(43 citation statements)

References 31 publications

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“…Nevertheless, some researchers are skeptical about online teaching and learning in that students may experience isolation and struggle to stay motivated, to have adequate face-to-face interaction and get timely responses and feedback (Chen, 2010;O'Doherty et al, 2018). All these may hurt their sense of belonging and confidence in learning (Lei and Gupta, 2010;De Paepe et al, 2018;Janse van Rensburg, 2018). All these are especially important for second/foreign learners, which requires repeated exposure to and practice of the target language in various forms to learn it well.…”

Section: Research On Foreign Language Anxiety In Online Learning Envimentioning

confidence: 99%

Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Yuan

2021

Front. Psychol.

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The present longitudinal survey study explored changes in and effects of foreign language classroom anxiety (FLCA) and listening anxiety (FLLA) on Chinese undergraduate students’ English proficiency over a semester in the COVID-19 context. A set of 182 matching questionnaires was collected from first-year undergraduate English as a foreign language learners at two time points of a 16-week semester. Analyses of the data revealed the following major findings: (1) the participants experienced high levels of FLCA and FLLA both at the beginning and end of the semester, neither of which changed significantly during the semester, (2) FLCA and FLLA were highly positively related to each other, (3) FLCA and FLLA significantly predicted students’ self-rated proficiency in listening and speaking English, and (4) confidence in using English, efforts and motivation to learn English and interaction with instructors and peers mediated FLCA and FLLA to exert effects on students’ self-perceived proficiency in listening and speaking English. These findings indicate that the learning environment is critical in influencing the levels of and changes in FLCA and listening anxiety and that these two types of foreign language anxiety are serious issues in the pandemic foreign language learning context.

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Section: Research On Foreign Language Anxiety In Online Learning Envimentioning

confidence: 99%

Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Yuan

2021

Front. Psychol.

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“…However, research has not yet attempted to investigate how teachers' circumstances, behaviors, and attitudes affect their perception of students' coping with online delivery. Moreover, remote learning entails specific problems that may influence teaching and learning quality and effectiveness, such as the deficit of “live,” “face-to-face” contact felt by both students and teachers (e.g., Stodel et al, 2006 ; Arroyo et al, 2015 ; Barnard-Ashton et al, 2017 ; Janse van Rensburg, 2018 ; 1 ); lack of adequate technological affordances to efficiently deliver the program, provide support to participants, and satisfy their learning needs; and inadequate teacher and student competencies to use the technological solutions (Garrison et al, 1999 ; Pawan et al, 2003 ; Livingston and Condie, 2006 ). These deficits can result in increased feelings of insecurity, confusion, and threat among learners, as well as feelings of doubt and fear of failure among teachers (Arroyo et al, 2015 ; Janse van Rensburg, 2018 ) influencing how they perceive their students and, in consequence, how they teach them.…”

Section: Introduction: Background Literaturementioning

confidence: 99%

Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Jelińska

Paradowski

2021

Front. Psychol.

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The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

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“…A study by Maguire et al mentions lack of training as one of the deterrents to teaching online 15 . Rensburg reports that limited computer training of educators and the lack of information technology support to solve technical problems are challenges for online teaching 16 . Kowalczyk NK reports that insufficient information technology training and competence were indicated by educators (faculty) as a barrier in online teaching 17 .…”

Section: Discussionmentioning

confidence: 99%

Assessment of barriers and motivators in E-teaching among medical faculty in COVID-19 lockdown

Singh

Mahajan

Kaur

et al. 2021

Asian Journal of Pharmaceutical Research and Health Care

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Background: The nationwide lockdown due to the spread of Corona virus Disease (COVID-19) has led to the disruption of several activities of everyday life including education. This had to shift towards e-learning and teaching to continue the uninterrupted flow of knowledge. Though e-teaching proves to be an effective teaching modality in current times, it's not without its limitations and challenges. It is necessary to find out the problems faced by the teachers involved in e-teaching and the motivating factors so that improvements can be made in the current teaching modality to render it more effective and productive and solve the need of the hour. Methods: This descriptive cross-sectional study was conducted among the teaching faculty of the medical institutions of Punjab. The data collection tool was a semi-structured self-made questionnaire prepared using 'Google Forms', which was then shared in the WhatsApp groups. Received responses were imported to the Microsoft Excel sheet and statistical analysis was done. Results: 97.1% of teachers were facing some kind of problem in e-teaching, most common of which were lack of personal interaction with the teachers (91.9%), poor response from students (54.5%), frequent technological failures/limited access to the internet (54.5%), Lack of training regarding the use of digital platforms/unprepared for e-teaching (25.4%), etc. Major motivating factors were the ability to share a variety of updated content with students (58.4%), increased flexibility of location (53.6%), being able to keep in touch with students and the subject even during the lockdown (48.8%), development of digital expertise (41.6%), the flexibility of time (29.7%), etc. Discussion: Online teaching cannot be a substitute to routine classroom teaching, however, it can be used as a supplement along with the routine teaching to share more content with the students, to give assignments, to receive feedback, etc. as suggested by most of the participants in this study.

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Effective online teaching and learning practices for undergraduate health sciences students: An integrative review

Cited by 55 publications

References 31 publications

Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Assessment of barriers and motivators in E-teaching among medical faculty in COVID-19 lockdown

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