Pivoting to online learning—The future of learning and work

Camacho, Danielle J.; Legare, Jill M.

doi:10.1002/cbe2.1239

Cited by 10 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For online learning in the future in dental education, the adoption and use of online education programs requires a shift in the view of traditional approaches to learning to a more flexible perspective with the integration of new educational tools. When planning such programs, we must consider that the process of learning moves away from a time-based paradigm to focusing on measuring the acquisition of skills and abilities free of the traditional educational time-constraints approach [ 68 ]. This will require reviewing the learning objectives to align them with virtual environments, by considering how available technologies can facilitate course delivery in virtual environments while maintaining course objectives, and employing teaching strategies grounded in learning theory that is germane to virtual teaching environments, such as cognitive load theory, refining assessments to reflect best practices in virtual environments and maintaining alignment with learning objectives.…”

Section: Discussionmentioning

confidence: 99%

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

Αντωνιάδου

Rahiotis

Kakaboura

2022

IJERPH

View full text Add to dashboard Cite

In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal–Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that “e-learning is a suitable education method for theory in dentistry” at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.

show abstract

Section: Discussionmentioning

confidence: 99%

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

Αντωνιάδου

Rahiotis

Kakaboura

2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…When transitioning from on-ground to online education, the approach should be student-centered, with a clear understanding of the objectives and a plan to address each learning goal. Online education "will provide opportunities for synchronous and asynchronous interactions and require students to complete assignments and projects to demonstrate comprehension and mastery of the subject matter" (Camacho et al, 2021).…”

Section: Digitalization In Teaching During Pandemicmentioning

confidence: 99%

e-Learning in Higher Institutions and Secondary Schools during Covid-19: Crisis Solving and Future Perspectives

Brozović

Ercegović

Meeh-Bunse³

2022

Business Systems Research Journal

View full text Add to dashboard Cite

Background: The pandemic of Covid-19 brought significant changes to the education system and forcibly accelerated the process of digitizing teaching. Students and educators had to adapt to the new way of education, facing challenges such as technical problems and a lack of technical skills and social contact. Objectives: The purpose of the paper was to explore the attitudes of the university and high school educators and students towards the pandemic’s impact on digitization in teaching. Methods/Approach: Data were collected through a questionnaire distributed to university and high school educators and students in Croatia, Poland, Serbia and Germany in the field of accounting, finance, trade, tourism, and other areas of interest, resulting in 2,897 responses. The results were analyzed using descriptive statistics and non-parametric tests. Results: The research showed that: 1) high school students were less optimistic about the positive impact of the pandemic on applying digital tools in teaching than university students, 2) educators generally prefer traditional exams, while students generally prefer e-exams, 3) a higher proportion of university respondents believe that e-learning should be used as an important addition to traditional teaching when compared to high school respondents. Conclusions: The pandemic has changed how the teaching process will be performed, but we should learn from experience and address the issues with e-learning.

show abstract

“…Google Classrooms, Zoom meetings, an e-learning service, and a Learning Management System (LMS) such as Canvas, Blackboard, and Moodle are popular technology platforms used by instructors to deliver study materials for online learning. 13 Considering the ease of access and a simple installation, four familiar platforms, Google Classroom, Google Meet, Zoom, and an e-learning service, have been adopted for remote teaching and learning for medicinal chemistry courses at Silpakorn University.…”

Section: Onsite Vs Online Teaching Strategiesmentioning

confidence: 99%

“…Technical and internet issues are a major challenge. , In the MC I and MC II courses, our first step was to select the proper online tools in transitioning from on-site to fully online education in which the learning environment is mostly based on internet-accessed computers with no in-person or on-campus meetings. Google Classrooms, Zoom meetings, an e-learning service, and a Learning Management System (LMS) such as Canvas, Blackboard, and Moodle are popular technology platforms used by instructors to deliver study materials for online learning . Considering the ease of access and a simple installation, four familiar platforms, Google Classroom, Google Meet, Zoom, and an e-learning service, have been adopted for remote teaching and learning for medicinal chemistry courses at Silpakorn University.…”

Section: Onsite Vs Online Teaching Strategiesmentioning

confidence: 99%

Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

This communication was to share the efforts made in developing the fully online courses in medicinal chemistry during the educational disruption due to the coronavirus disease 2019 (COVID-19) pandemic. In the academic year 2020, the online course was implemented for the first time at the Faculty of Pharmacy, Silpakorn University, Thailand. Various online teaching strategies were integrated, raising the question of whether the developed online courses would deliver similar learning outcomes to the traditional classroom. At the end of each semester, the teaching assessment report was conducted and evaluated in 4 parts: part 1, evaluation of lecturer; part 2, student’s self-evaluation; part 3, learning outcome development after studying the course; part 4, appropriateness of class environment and equipment. Overall, student responses toward parts 1–3 in the online class were as satisfactory as those in the previous on-site class. Lower scores toward part 4 were observed in the online class. In addition, student performance in terms of grade distributions between the on-site and online classes was different. On-site students earned the highest proportion of A grades, whereas online students earned a higher proportion of B+’s to F’s. While the pandemic persists and the need for online courses remains, we hope that this communication will provide some educational insight and strategies to help in the ongoing efforts to adapt and establish more successful online courses.

show abstract

Pivoting to online learning—The future of learning and work

Cited by 10 publications

References 15 publications

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

e-Learning in Higher Institutions and Secondary Schools during Covid-19: Crisis Solving and Future Perspectives

Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic

Contact Info

Product

Resources

About