How the coronavirus pandemic may be the discontinuity which makes the difference in the digital transformation of teaching and learning

Rospigliosi, Asher

doi:10.1080/10494820.2020.1766753

Cited by 14 publications

(12 citation statements)

References 1 publication

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“…If this literature review was written at the end of 2019 how different the context would have been. Twelve months ago may well be seen as a utterly distinct teaching landscape before Covid-19 (Rospigliosi, 2020). All appears changed but one wonders whether the switch to online and blended learning will be retained given the external motivator.…”

Section: Discussionmentioning

confidence: 99%

The Use of Virtual Reality in the Teaching of Challenging Concepts in Virology, Cell Culture and Molecular Biology

Reen

Jump

McSharry

et al. 2021

Front. Virtual Real.

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The rapidly expanding biotechnology sector horizon is expected to create a surge in demand for expertise underpinning cell and gene therapies, which are recognized as the next generation of medicines. New and innovative approaches to implement active and performative learning in the Molecular Life Sciences are required to support this and to address limitations associated with traditional “front of class” lectern delivery of challenging, three dimensional molecular concepts. Therefore, an immediate need exists for the development and implementation of immersive learning approaches in Virology, Cellular Sciences and Molecular Biology to underpin sustainable development of graduate students for academic and industrial research careers. The Covid-19 pandemic has led to significant changes in the delivery of education globally, with online engagement and accelerated uptake of novel teaching and assessment modalities into majority practice within institutions. This development has been driven by externally imposed necessity and it remains to be seen what form teaching and learning will take post-Covid. Irrespective of the pandemic, technologies are available which can serve intrinsically motivated, discipline specific shifts toward enhanced learner experiences and learning outcomes. Immersive virtual reality offers one such approach to open new entry points for student learning of abstract molecular concepts, which will be just as relevant upon our return to face-to-face teaching. Key to delivering this will be engagement and collaboration by disciplinary and technical experts. Here, we discuss global advances in the area of VR and Molecular Science education and assess potential paths forward for teaching and learning impact and innovative education.

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Section: Discussionmentioning

confidence: 99%

The Use of Virtual Reality in the Teaching of Challenging Concepts in Virology, Cell Culture and Molecular Biology

Reen

Jump

McSharry

et al. 2021

Front. Virtual Real.

View full text Add to dashboard Cite

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“…On the other hand, working skills (including critical thinking) may not be appropriatefor all situationsfor DT (e.g. Huitt, 1998;Rospigliosi, 2020). DT contains a high level of uncertainty for various parties and customers mostly do not have enough information about digital services (Diener and Spa cek, 2021;Matt et al, 2015).…”

Section: Digital Transformation Barriersmentioning

confidence: 99%

Hindering or nurturing digital transformation: the role of consumer's thinking capabilities and other customers' perception

Naguib

Elsharnouby

2023

MSAR

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PurposeDigital transformation (DT) has created a number of significant opportunities and related alterations in consumers' behaviours. However, consumers differ in adopting DT. There is still a need to investigate consumer's capabilities and his/her perception of other customers that supports or hinders the DT process. This study aims to investigate human thinking capabilities (critical thinking, holistic thinking and creative thinking) as drivers of two specific types of outcomes: DT barriers and/or DT nurture. In addition, this research also examines the linkage between human capabilities (three types of thinking) and other customers' perception. Finally, it postulates that other customers' perception drives DT barriers and/or DT nurture.Design/methodology/approachApplying to the public, private and international banking sectors, 273 questionnaires were collected. The collected data was analysed using AMOS as well as the PROCESS macro.FindingsThe results showed that human thinking capabilities have different effects on DT barriers and nurture. While critical thinking has a significant effect on DT barriers, both holistic thinking and creative thinking have a significant effect on DT nurture. Other customers' perception construct has a significant effect on both DT barriers and nurture. In addition, only holistic thinking has an effect on other customers' perception.Originality/valueThis study advances knowledge in three ways. Firstly, it examined DT barriers and nurture as variables from the customer's perspective. Secondly, it examined each human thinking capability on DT barriers and nurture, giving more insights. Thirdly, it studied human thinking capabilities as one of the main factors that might affect other customers' perception and DT barriers and nurture, while most previous studies focused only on other customers' perception's impact on DT barriers and nurture.

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“…Proses penyelenggaraan sistem pendidikan dihadapkan pada tantangan yang besar dalam menghadapi pandemi COVID-19. Tantangan tersebut berupa tuntutan penyesuaian transformasi pembelajaran digital yang dilakukan dengan menggunakan moda pembelajaran jarak jauh (Rospigliosi, 2020). Hal ini salah satunya berdampak pada penyelenggaraan pendidikan di sekolah dasar yang dituntut untuk menyesuaikan diri dengan hal yang menantang dan tidak dapat melakukan kegiatan pembelajaran secara normal (Berry & Kitchen, 2020;Kong, 2020).…”

Section: Pendahuluanunclassified

Analysis of Students’ Learning Style Preference Adaptation on Mathematics Learning during the Distance Learning Condition

Nugraha

Prabawanto

2021

PAEDAGOGIA, Jurnal Penelitian Pendidikan

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<p>Changes in the education system due to COVID-19 pandemic through distance learning (PJJ) have made it difficult to accommodate students’ needs in achieving mathematical proficiency. The needs of these students are based on students learning style preference (KGB), how students obtain information, as one of the determinants of success in learning mathematics. This study aims to investigate the extent to which each student’s KGB can adapt to the PJJ designed through RADEC (Read-Answer-Discuss-Explain-Create) and direct learning. A quasi-experimental study with 2 x 3 factorial designed was conducted involving 56 4<sup>th</sup> graders from a private elementary school in Bandung. The research instrument used was the KGB scale and mathematical conceptual understanding (MCU) test. The result of this study showed that there were differences in students’ MCU viewed by KGB during PJJ which was more accommodating to visual students. It is necessary to improve the PJJ design that accommodate each KGB.</p>

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How the coronavirus pandemic may be the discontinuity which makes the difference in the digital transformation of teaching and learning

Cited by 14 publications

References 1 publication

The Use of Virtual Reality in the Teaching of Challenging Concepts in Virology, Cell Culture and Molecular Biology

The Use of Virtual Reality in the Teaching of Challenging Concepts in Virology, Cell Culture and Molecular Biology

Hindering or nurturing digital transformation: the role of consumer's thinking capabilities and other customers' perception

Analysis of Students’ Learning Style Preference Adaptation on Mathematics Learning during the Distance Learning Condition

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