The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions

Kalmár, Éva; Aarts, Tom F.; Bosman, Esther; Ford, C; Kluijver, Lisa de; Beets, Josine; Veldkamp, Lisette; Timmers, Pauline; Besseling, Diede; Koopman, Joris; Fan, Chuntzu; Berrevoets, Enya; Trotsenburg, Melissa; Maton, Loes; Remundt, Jill van; Sari, Ela; Omar, Lee-Wen; Beinema, Emiel; Winkel, Robbert; Sanden, Maarten van der

doi:10.1016/j.heliyon.2022.e08823

Cited by 46 publications

(37 citation statements)

References 60 publications

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“…Accordingly, 54% of students opposed the notion that online teamwork helped them understand the topic [ 11 ]. Furthermore, Kalmar et al found that students reported lowered productivity in group work and difficulty in receiving feedback from peers after switching to online education [ 43 ]. This could explain the reason for the relatively lower student preference using remote PICkLE activity versus the live PICkLE in future course offerings ( Table 3 ).…”

Section: Discussionmentioning

confidence: 99%

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

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Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

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Section: Discussionmentioning

confidence: 99%

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

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“…Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalization of collaborative teaching. (Kalmar et al, 2022). The number of people attending university has tremendously increased in the last decades, and digitalization entered the field of education, resulting in the introduction of distant or remote education methods via digital technologies.…”

Section: Student During Covid-19mentioning

confidence: 99%

A parallel between organizational leadership and leadership in university teaching in times of COVID-19

Ilinca

Bogdan

2022

Proceedings of the International Conference on Business Excellence

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We live in a dynamic and ever-changing world. It continues to be disrupted in multifaceted ways, facing multiple challenges. As organizations step up learning how to distribute budgets and reinforce the commitment to meet continuously changing business needs, there is also an increased emphasis on strengthening the learning skills inside universities, as the parallel between private sector and teaching universities is growing at a fast pace. The COVID-19 health crisis has gone as far as shutting down countries, putting people in vulnerable positions. In this crisis, a leader, even if we speak from a private organizational level or an academic teaching institution, must stay focused on his purpose as it is not negotiable. The research from this article gathers information from the literature review and from the author’s experience in the private and academic sector as well. The purpose of the article is to increase awareness on the needed leadership skills in this changing times and to emphasize the strong bound that needs to be created between organizations and leadership skills inside universities, for students, as they are the next managers and for universities’ managers as they need to align to the business environment in order to offer a better structure for the next generations. As talent mobility and upskilling are currently the main focus of organizations, with this paper we are looking at several aspects on how to build the most suitable profile for the next generation of leaders. Our paper is built more on qualitative research, where we explore in depth the attributes of leadership with the aim to highlight the best frame possible for business, in this changing time, when we are expecting to approve the work from home system at a greater level and we believe that online and remote meetings are likely to become the norm, as organizational and education sector has undergone a set of major changes.

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“…Because emotions and subtlety are more challenging to convey and understand online, the students believed that digital contacts were less valuable and less fruitful than physical ones. Additionally, the slight delays brought by the slower internet connections make it harder (Kalmar et al, 2022).…”

Section: Statement Of Problemmentioning

confidence: 99%

Exploring Online Education Experience through the Teaching, Social and Cognitive Presences

Hambali¹,

Zaiton²,

Sidik³

et al. 2022

IJARBSS

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The shift from traditional face-to-face classes to virtual learning influences the students' happiness and decreases their motivation to learn. Students may find it difficult to perceive cognitive, social, and teaching presences in online learning systems, making learning virtually difficult. This quantitative survey study investigates how teaching, social, and cognitive presences affect students' learning experiences. A thirty-four-item survey with three primary sections: teaching, social, and cognitive presence, was completed by 69 students from local university in Malaysia. The respondents ranged in age from 15 to 59 years old and held degrees ranging from matriculation/foundation/certificate to doctorate level in social science and technical fields. Results indicated that the course design and organisation as well as the facilitation provided by the instructors frequently helped keep the students on task in a way that helped the students learn in the setting of teaching presence. Among the three items measured in teaching presence, direct instruction scored the least mean value. Respondents also agreed with the statement that social presence is felt through affective expression, open communication, and group cohesion. However, lowest mean value captured in social presence through design and organization is regarding to how well instructor communicate important course goals. In contrast, cognitive presence is felt from online activities triggering events, exploitation, integration, and resolution. In the context of triggering event, they occasionally believed that the issues raised sparked their curiosity about the subjects addressed in class and that class activities aroused it. The results of this study have implications for administrators, instructional designers, and online instructors who aim to improve student learning experiences and engagement in their courses.

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The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions

Cited by 46 publications

References 60 publications

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

A parallel between organizational leadership and leadership in university teaching in times of COVID-19

Exploring Online Education Experience through the Teaching, Social and Cognitive Presences

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