Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic

Tartavulea, Cristina Venera; Albu, Cătălin Nicolae; Albu, Nadia; Dieaconescu, Ramona Iulia; Petre, Silvia

doi:10.24818/ea/2020/55/920

Cited by 156 publications

(132 citation statements)

References 16 publications

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“…Hence, a timely response and feedback are essential for engaging students. 10 We evaluated the online communication of the faculty (questions such as regular communication with students, interaction similar to face to face classroom and timely response to student queries) and found out that the responses were above neutral (Mean±SD=3.73±0.95) and were more frequently used by faculty belonging to the age group between 25-40 years and with a teaching experience of greater than 6 years. It reflects the greater ability of younger generation faculty to use technological tools as means of communication with the students as they are better acquainted with it.…”

Section: Discussionmentioning

confidence: 99%

Practices and perceptions of online teaching among faculty of medical colleges

Galidevara¹,

Kartheek

Kedari³

2021

Int J Res Med Sci

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Background: COVID-19 pandemic has enormously impacted the medical education system owing to a nationwide lockdown. The faculty of medical colleges had to face an abrupt switch from traditional classroom teaching to online teaching methods, which proved challenging. We aimed to evaluate the practices and perceptions of online teaching among faculty of medical colleges. Methods: An online survey tool consisting of socio-demographic variables, teaching experience details, online teaching practices, perceived self-efficacy and training and support received was used. Results: Only 89 of 108 faculty members participated were eligible for the survey. Majority (69.7%) belonged to the age 25-40 years, were Assistant Professors (44.9%) and from Private medical colleges (79.8%) and used Zoom application (71.6%) as their teaching tool. About 16.9% had previous experience of online teaching. Among the teaching practices, content related practices were frequently utilised by the faculty followed by effective communication practices. The overall responses for perceived self- efficacy were above neutral. The faculty received highest and least training/support in content specific knowledge and online classroom management respectively. Linear regression analysis revealed statistically significant positive association of perceived professional and technological self-efficacy with effective communication [(β=0.238, p=0.05), (β=0.510, p<0.001)] and content related practices [(β=0.309, p=0.007), (β=0.477, p<0.001)]. Conclusions: Addressing faculty concerns and appropriate training in the use of digital platforms can help improve online teaching practices thus facilitating effective e-learning. Post-pandemic, a blended classroom and online teaching curriculum would probably provide a better learning environment.

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Section: Discussionmentioning

confidence: 99%

Practices and perceptions of online teaching among faculty of medical colleges

Galidevara¹,

Kartheek

Kedari³

2021

Int J Res Med Sci

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“…In a conventional classroom, interaction between educators and students can be done via face-to-face. In online remote teaching and learning environments, the two-way communication could be done both synchronously and asynchronously (Tartavulea et al 2020).…”

Section: Asynchronous and Synchronous Communication In Online Remotementioning

confidence: 99%

Challenges and Strategies to Enhance Online Remote Teaching and Learning by Tertiary Institution Educators: A Literature Review

Mazlan¹,

Mohamad²,

Reesha³

et al. 2021

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In 2019, Covid-19 has been declared as a global pandemic. Online remote teaching and learning is the most practical solution to continue teaching and learning particularly at tertiary institutions. There is a drastic change from face-to-face teaching and learning to a fully online teaching and learning environment. Tertiary institutions need to ensure that they consolidate the curriculum and adjust it in accordance with online teaching and learning. In accordance with the new normal in teaching and learning, educators must adapt to new and creative strategies to engage students during online remote teaching and learning. This paper is a literature review on 1) the challenges faced by tertiary institution educators in online remote teaching and learning and 2) strategies that they used to carry out their teaching during this Covid-19 outbreak in order to overcome those challenges.

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“…However, during and after the COVID-19 pandemic, little is known about the effectiveness of the online intervention and education of IPE and IPEC that can comprehensively reciprocate the face-to-face educational models. The online courses are shown to be more exible for students and faculty with busy schedules and can be remotely accessed with impactful teaching and learning activities (13). Unfortunately, literature does not provide evidence of the impact of an IPEC intervention via a distance learning model on undergraduate or postgraduate medical and health sciences students.…”

Section: Introductionmentioning

confidence: 99%

The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

Guraya¹,

David²,

Hashir³

et al. 2021

Preprint

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BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

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Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic

Cited by 156 publications

References 16 publications

Practices and perceptions of online teaching among faculty of medical colleges

Practices and perceptions of online teaching among faculty of medical colleges

Challenges and Strategies to Enhance Online Remote Teaching and Learning by Tertiary Institution Educators: A Literature Review

The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

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