Emergency remote teaching for interprofessional education during COVID-19: student experiences

Sy, Michael Palapal; Park, Vikki; Nagraj, Shobhana; Power, Alison; Herath, Chulani

doi:10.12968/bjom.2022.30.1.47

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…One of the worrying factors about the use of computer technologies is their influence on the eye health of students, since there is daily eye overload with the application of ERT. Some authors advocate that attending long online classes becomes harmful and ineffective for the academic path of those involved (Sharma et al, 2021;Sy et al, 2022).…”

Section: Data Discussionmentioning

confidence: 99%

“…Online classes allow real-time feedback to students, ensuring more effective and interactive communication, as well as the development of reflective critical thinking (Evans et al, 2023;Sy et al, 2022). Students who have positively adapted to emergency remote teaching associate their previous experience with the process, namely, their results suggest that the previous experience of online teaching and learning was related (Flores et al, 2021).…”

Section: Data Discussionmentioning

confidence: 99%

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The Paris Conference on Education 2023: Official Conference Proceedings

2023

PCE Official Conference Proceedings

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Education in the post-pandemic era is presented with prospects to reconfigure the mode of teaching and learning with the affordances of technology. Despite the prominence of classroom talk and its associations with students' thinking, little is known about such effects when talk is conducted in a purely asynchronous online context among students and teachers who learn English as L2. The current study explored how Hong Kong ESL learners talk and think together using a micro-blogging tool, Padlet. Twenty-five students from a HK secondary school were recruited to post their individual views on news articles before engaging in open-floor discussions about their opinions. They were then asked to write a short self-evaluation on their discussion process and evaluate their talk. The Scheme for Educational Dialogue Analysis was adopted for coding written contributions while thematic coding was adopted for oral transcriptions for analysis. Results showed that the online talk had short turn-taking and was dominated by reasoning and questioning. However, this type of online talk exposed students to a wider range of views and future learning opportunities. It also promoted the depth and breadth of their thinking and triggered internalisation of co-constructed ideas for individual production with a heightened sense of self-evaluative awareness. Based on these salient findings, the significance of learning via online talk is identified. It is also recommended that self-evaluation should be integrated in the learning process to facilitate students' interthinking.

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Section: Data Discussionmentioning

confidence: 99%

Section: Data Discussionmentioning

confidence: 99%

The Paris Conference on Education 2023: Official Conference Proceedings

2023

PCE Official Conference Proceedings

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“…E-learning devices played a key role during the pandemic, assisting schools and students during closure periods (Subedi et al ., 2020). Educational institutions implemented “education in emergency” programs across several virtual platforms and were required to implement a structure for which they planned (Sy et al ., 2022). This “education in emergency” or “emergency remote education” and/or “pandemic pedagogies” were used to illustrate learning procedures and to contextualize the phenomenon under the exceptional conditions in which these adjustments occurred (Gherheș et al ., 2021).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Smart collaborative ecosystem: leading complex school systems

Benoliel

Schechter

2023

JEA

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PurposeThe need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals.Design/methodology/approachDrawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields.FindingsAchieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems.Originality/valueBy integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed.

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“…The NMC (2021) also recommend that implementation of alternative methods give due consideration to involving and learning with other health care professionals. Implementation should also align with the interprofessional education competencies for midwifery, outlined in the third article in this series (Sy et al 2022).…”

Section: Practice-based Learning and Achieving Competenciesmentioning

confidence: 99%

Practice-based learning and the impacts of COVID-19: doing it for real?

Hutchings

McLarnon

McDermott

et al. 2022

British Journal of Midwifery

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This is the fifth article in a series exploring interprofessional education during the COVID-19 pandemic. This article focuses on the experiences and adaptations employed in relation to practice-based learning and placement provision. Forming an integral part of many professional programmes, changes in provision and approaches to practice-based learning and placements will be explored, drawing on theory and findings from existing literature and illustrated with case study reports. Opportunities for innovation, the challenges for incorporating interprofessional practice learning and evidence-informed guidance for future practice will be considered.

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Emergency remote teaching for interprofessional education during COVID-19: student experiences

Cited by 8 publications

References 27 publications

The Paris Conference on Education 2023: Official Conference Proceedings

The Paris Conference on Education 2023: Official Conference Proceedings

Smart collaborative ecosystem: leading complex school systems

Practice-based learning and the impacts of COVID-19: doing it for real?

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