Improving Virtual Learning Interactions: Reducing the Transactional Distance of Online Anatomy Modules

Stone, Danya; Barry, Denis

doi:10.1002/ase.1889

Cited by 17 publications

(15 citation statements)

References 13 publications

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“…In conjunction with online digital photographs of cadavers, interactive anatomy images, and the provision of self-testing tools (O'Byrne et al, 2008), students may start to feel supported in their online distance learning. The importance of personal online interactions cannot be overlooked however, and attempting to reduce the distance between learners through provision of chat rooms or real-time tutorials is a key element to successful online learning (Stone and Barry, 2019). It would seem that a purposely designed online course which integrates a number of elements into a learning journey would potentially provide a solution to the current pause in face-to-face teaching.…”

mentioning

confidence: 99%

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

Franchi

2020

Anatomical Sciences Ed

286

303

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mentioning

confidence: 99%

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

Franchi

2020

Anatomical Sciences Ed

286

303

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“…When working in a virtual learning platform, the choice of the communication method and skills of the teachers are crucial to reduce the gap between students and teachers: in this optic, many interactions should be promoted by the active role of the moderator, to avoid a low interest and a low participation of the audience. In fact, it has been observed a direct positive correlation between the number of students' contribution to the online discussion and their nal rating of the session during online anatomy lessons [8]. In our experience we calculated that each lesson lasted almost 10-20% more than standard in-person lectures, which in our department is normally less than 1 hour per session; this results showed an evident interest and interactivity of the audience.…”

Section: Discussionmentioning

confidence: 66%

Virtual learning solutions during the COVID-19 pandemic a University Italian Ophthalmology Department Perspective

Mastropasqua

D’Aloisio

Brescia

et al. 2020

Preprint

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Background Few months after the COVID-19 pandemic burst, many aspects of the human life, including education, dramatically changed. Because of the lockdown measures taken to limit the virus spread in Italy, in-person teaching and learning have been interrupted in all health care disciplines and readapted in virtual formulae. Methods As an academic ophthalmology department, we had to maintain the educational needs of medical and orthoptic students, internships, surgical training of residents, as well as to cover the scientific update of health care personnel (HCPs), and the continuation of research and academic activities. To assure these needs we ideated an educational strategy and a team, which was then translated on a multichannel virtual platform created with Microsoft Teams. Results In this platform there were twenty-one channels organized in a public view mode, open to all Team members, or in private view mode to separate non-permanent HCPs, internships, residents, and students’ tasks, from permanent HCPs tasks. Virtual channels were dedicated to provide theoretical lessons, clinical cases, surgical video, internal meetings and webinar, to offer news from scientific societies, requests of appointments from biomedical companies, links with ophthalmological websites, to move forward research projects, to participate at institutional academic duties, and to obtain feedbacks from users. Residents continued their training on surgery using a surgical simulator, after consulting an agenda uploaded into the dedicated virtual channel. Conclusions These positive initial results should represent a boost to rapidly proceed with the development of even more versatile virtual learning solutions, given that the forecasts for the duration of the COVID-19 pandemic are not encouraging.

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“…The aim of the live conference session then shifts to synthesis, application, and case-based discussion ( 19 ). The importance of personal, real-time online interactions cannot be overlooked however, and attempting to reduce the distance between learners through provision of social media chat rooms for daily questions and discussion or real-time tutorials is a key element to successful online learning ( 20 ). Web-based learning had been previously successfully tested and used at other universities ( 21 - 28 ), and also, in the 2003 SARS outbreak in Hong Kong ( 29 , 30 ).…”

Section: Discussionmentioning

confidence: 99%

University Students Perception of Online Education: Is Engagement Enough?

et al. 2021

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Background: Universities have halted non-essential services, with many restricting campus-based teaching, and continuing courses through online resources, including (controversially) lab-work. Such technologically enhanced approaches have been proven to have high levels of engagement among university students. Objective: This study focuses on the perception of quality of online learning by first-year university students, between two semesters, amidst the COVID-19 pandemic. Methods: A 24-item questionnaire was designed with Likert response scale. It consisted of general perception questions of academic life and questions specific to the quality of delivery of a specific class. Eighty one eligible students were asked to fill the same questionnaire for each semester. Students’ responses and their grades from the final exams in each semester were compared. Results: Out of 81 eligible students, 75.31% of students responded to the survey. They were less interested in their studies in the second “online” semester (p=0.05). Students expressed dissatisfaction with the quality of online classes (p=0.03). Academic life fulfillment was also affected (p=0.02). Students’ perception of the amount of free time they had between semesters did not change significantly (p=0.16). Students appeared dissatisfied with their active participation during the online class (p=0.007), even though they felt less stressed attending lectures from home (p=0.041). However, they found that workload was bearable and similar between semesters (p=0.83). Students also had significantly more trouble concentrating during online lectures (p<0.001). Students’ grades significantly improved by an average of 1.07 (out of 10) in the final exams at the end of the second semester (p<0.001). Conclusion: These unprecedented circumstances require innovation and cooperation on the part of university programs to maintain rigorous standards of higher education, taking into account students’ evolving perception and needs.

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Improving Virtual Learning Interactions: Reducing the Transactional Distance of Online Anatomy Modules

Cited by 17 publications

References 13 publications

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

Virtual learning solutions during the COVID-19 pandemic a University Italian Ophthalmology Department Perspective

University Students Perception of Online Education: Is Engagement Enough?

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