Online teaching of practical classes under the Covid-19 restrictions

Svatoš, Jakub; Holub, Jan; Fischer, Jan; Sobotka, Jan

doi:10.1016/j.measen.2022.100378

Cited by 17 publications

(9 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through e-platform such as Zoom, Google Meet, Webex, etc., it is hard for the lecturer to monitor and learn more about their students, learning styles, and capacities which are essential to ensure effective knowledge transfer. The limitation of participation from students is one of the reasons that students are easily distracted by external elements at home (Svatos et al, 2022). Besides, the laboratory and teamwork activities are challenging to conduct online, so the lecturer is more productive during class sessions.…”

Section: Literature Review /Background Online Teaching / Odlmentioning

confidence: 99%

Challenges of Online Teaching for Full-Time Lecturers in UiTM while Studying Part-Time

Abd Rahman,

Muhamad,

Mokhtar

et al. 2024

IJARPED

View full text Add to dashboard Cite

The inclination of individuals with careers to concurrently work and study, including lecturers, is driven by the organizational necessity to advance professionally. In higher education, online teaching is a norm approach used in engaging the learning process between lecturers and students with extensive education. The new norm allows lecturers to have more flexible working hours than the conventional approach. However, the workload as a lecturer indirectly increases, and it has an adverse impact on the work-life balance due to the lecturers pursuing doctorate studies. This study aims to identify full-time lecturers' challenges with online teaching while studying part-time. A semi-structured interview was used to get feedback from experienced full-time lecturers who have completed their studies or are still studying. The findings of this study can assist researchers and lecturers in developing strategies to overcome the challenges of completing their studies.

show abstract

Section: Literature Review /Background Online Teaching / Odlmentioning

confidence: 99%

Challenges of Online Teaching for Full-Time Lecturers in UiTM while Studying Part-Time

Abd Rahman,

Muhamad,

Mokhtar

et al. 2024

IJARPED

View full text Add to dashboard Cite

show abstract

“…As presented in Figure 5, the authors [84], have proposed four core components : (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies (ICTs), and (iv) Infrastructure. The challenges arising due to the recent pandemic (COVID-19) excelled the digitization process of the teaching systems through an emergency transition to remote teaching The challenges arising due to the recent pandemic (COVID-19) excelled the digitization process of the teaching systems through an emergency transition to remote teaching (ERT) incorporating adaptation of the enabling technologies to meet the teaching and learning requirements in schools [86] and universities [87,88]. Ramírez et al [89] and Ripoll et al [88] demonstrated teaching and learning experiences of chemical and biochemical engineering and chemical reaction experiments through remote and virtual learning facilities aided by industry-developed software.…”

Section: Education 40mentioning

confidence: 99%

Developing a Skilled Workforce for Future Industry Demand: The Potential of Digital Twin-Based Teaching and Learning Practices in Engineering Education

Hazrat,

Hassan,

Chowdhury

et al. 2023

Sustainability

View full text Add to dashboard Cite

Engineering education providers should foresee the potential of digital transformation of teaching and skill-developing activities so that graduating engineers can find themselves highly aligned with the demands and attributes needed by prospective industrial employers. The advancement of industrial revolutions towards hybridisation of the enabling technologies recognised by Industry 4.0, Society 5.0, and Industry 5.0 have transformed the components of the engineering higher education system remarkably. Future workforce requirements will demand an employee’s multidisciplinary skill mix and other professional qualities. Implementing human-centric decision-making based on insights from the Digital Twin (DT) systems, sustainability, and lean systems is necessary for further economic growth. Recent barriers identified by the Australian Council of Engineering Deans, the development of teaching capabilities, and affordable and digitally transformed learning facilities by education providers were all considered. This paper explores the role of Digital Twins (DTs) in enhancing engineering higher education by incorporating Industry 4.0 components and other industrial advances. By reviewing curricula, pedagogy, and the evolving skill requirements for engineering graduates, this study identifies key benefits of DTs, such as cost-effectiveness, resource management, and immersive learning experiences. This paper also outlines challenges in implementing DT-based labs, including IT infrastructure, data quality, privacy, and security issues. The findings indicate that engineering education should embrace DTs to foster multidisciplinary skills and human-centric decision-making to meet future workforce demands. Collaboration with industry is highlighted as a crucial factor in the successful transformation of teaching practices and in offering real-world experiences. The COVID-19 pandemic has expedited the adoption of DT technologies, demonstrating their utility in minimising educational disruptions. While this paper acknowledges the high potential of DTs to prepare engineering students for future industry demands, it also emphasises the need for professional development among educators to ensure effective and balanced implementation.

show abstract

“…Following on from earlier considerations, remote learning uses a wide range of tools that are tailored to the needs of both lecturers and learners. Moreover, many of them are free or licensed by the university [ 36 ]. These can include technology platforms [ 37 ] and applications that allow the users to create, edit, and share media files easily and quickly, without the need for storage on their device [ 38 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Remote Learning in Higher Education: Evidence from Poland

Ober

Kochmańska

2022

IJERPH

View full text Add to dashboard Cite

The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students’ point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students’ evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1–2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents’ education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents’ evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students’ education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.

show abstract

Online teaching of practical classes under the Covid-19 restrictions

Cited by 17 publications

References 1 publication

Challenges of Online Teaching for Full-Time Lecturers in UiTM while Studying Part-Time

Challenges of Online Teaching for Full-Time Lecturers in UiTM while Studying Part-Time

Developing a Skilled Workforce for Future Industry Demand: The Potential of Digital Twin-Based Teaching and Learning Practices in Engineering Education

Remote Learning in Higher Education: Evidence from Poland

Contact Info

Product

Resources

About