Off-campus but hands-on: Mail out practicals with synchronous online activities during COVID-19

Honig, Christopher D. F.; Sutton, Catherine CR; Bacal, Dorota M

doi:10.1016/j.ece.2022.03.004

Cited by 8 publications

(8 citation statements)

References 37 publications

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“…Complementarily, Dumford and Miller (2018) noted that one of the disadvantages of online education is that students with more online courses perceive less exposure to effective teaching practices and lower quality of interactions with lecturers. These disadvantages of online education have also been recognised in more recent research (Bruschi et al, 2021;Daugvilaite, 2021;Barbu et al, 2022;Honig et al, 2022).…”

Section: Theoretical Framework 21 Advantages and Disadvantages Of Onl...mentioning

confidence: 94%

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

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PurposeThis study aims to investigate how the disruptive change from a face-to-face to an online teaching/learning modality due to COVID-19 has been perceived by students and lecturers of entrepreneurship courses in universities in six Latin American countries by evaluating the conditions that affect their satisfaction.Design/methodology/approachTwo online surveys were distributed to lecturers and students of entrepreneurship courses. A total of 559 responses were received from students and 270 lecturers from six Latin American countries. The information was analysed through principal component analysis (PCA), correlations and the Mann–Whitney–Wilcoxon test.FindingsThis research provides new information about the factors that are relevant to student and lecturer satisfaction when moving from mandatory face-to-face to online classes. The results show that overall satisfaction is lower among students than among teachers. Besides, that student communication with the lecturer and technology-supported access to lectures are two important aspects that affect student satisfaction. Regarding lecturers' satisfaction, the participation and attitude of their students in online classes are important conditions that affect their intention to teach online courses in the future.Practical implicationsThis study has allowed us to reflect on online education and teaching methodologies in Latin-American universities after the COVID-19 pandemic, as well as to recognise opportunities for improvement to increase student and lecturer satisfaction in this new reality.Originality/valueThis study provides new evidence by comparing the satisfaction between lecturers and students in entrepreneurship courses and factors that affect their satisfaction in several Latin American countries, after change to an online modality due to COVID-19.

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Section: Theoretical Framework 21 Advantages and Disadvantages Of Onl...mentioning

confidence: 94%

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

View full text Add to dashboard Cite

show abstract

“…However, given the decrease in the number of COVID-19 cases, it was possible to start a blended or hybrid model toward October 2021. Under this scheme, students carried out face-to-face laboratory activities, but maintained lecture classes exclusively online, similarly to previous reports. , Each student had the flexibility of continuing in the online modality or attend the practices in the laboratory. In this semester 46 students were initially enrolled, but five students decided to withdraw.…”

Section: Case 3 Descriptionmentioning

confidence: 99%

Instrumental Analysis Experience-Based Teaching before and during the COVID-19 Pandemic: Challenges and Opportunities

et al. 2023

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The COVID-19 outbreak represented a remarkable challenge in universities and colleges since it forced the transition from a face-to-face model in classrooms and laboratories to a remote, online model using computers, tablets, and cell phones. In Mexico and other Latin American countries, the return to educational activities was a slow-paced process. The lack of presential activities had a deep impact on education, particularly in under- and graduate Chemistry courses, where laboratory work allows students to develop skills and abilities by applying their knowledge to solve experimental problems. As a consequence, institutional and personal efforts were put together to overcome this situation. These efforts led to remarkable experiences and outcomes with high educational value. This work presents experiences and outcomes of the Instrumental Analysis course offered in the Chemistry Clinical Biologist bachelor program throughout three nonconsecutive semesters, each time on different contexts, to describe the challenges faced, and the emerging opportunities from the experience throughout the pandemic. Each experience is described in a case study. Case 1 exemplifies a regular, pre-COVID-19 semester, in 2019, in a fully face-to-face teaching modality. Case 2 describes a semester in the middle of the COVID-19 crisis in 2020, in a 100% online teaching modality. Finally, Case 3 presents a semester with low prevalence of COVID-19 cases, using a hybrid modality, in 2021. Our observations suggest significant differences related to the knowledge integration process when laboratory work was interrupted, and provide evidence about how online activities impacted the learning process in experimental chemistry courses.

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“…In recent years, remote laboratories have been deployed [ 14 , 15 ] as remote learning solutions. For example, the European Go-Lab initiative aims to enhance the classroom experience by using inquiry-based learning [3] through physical and virtual online manipulations [16] in universities. Laborem: developed at the University Institute of Bayonne, a platform installed in localhost via a Raspberry Pi board used as a server containing an open-source software (Moodle LMS) and an electronic board to ensure communication between the server and the equipment used in the practical work.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…As described above, remote labs can guarantee the same pedagogical objectives as classical labs [ 29 , 16 ] as long as they maintain a certain quality of service, but when remote labs are down, have connection problems or are not able to support user management, it is not possible to ensure an adequate quality of service and a better user experience, which may lead users to abandon remote labs in favour of other solutions such as virtual labs or classical practical labs,…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Platform for hands-on remote labs based on the ESP32 and NOD-red

et al. 2023

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Off-campus but hands-on: Mail out practicals with synchronous online activities during COVID-19

Cited by 8 publications

References 37 publications

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Instrumental Analysis Experience-Based Teaching before and during the COVID-19 Pandemic: Challenges and Opportunities

Platform for hands-on remote labs based on the ESP32 and NOD-red

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