During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to ...facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students' resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a
-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students' responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.
During the 2021 American Society for Horticultural Science annual conference, the Teaching Methods Professional Interest Group hosted the workshop “Going beyond Zoom: Tips and tricks for teaching ...horticulture online.” This workshop provided a forum for the dissemination of tools, materials, and approaches used to facilitate active learning in horticulture courses. Here we summarize the topics presented in the workshop as a resource for current and future horticulture instructors.
During the COVID-19 pandemic in Poland, there was a temporary transition to distance learning at universities. For students of the medical faculty, this change lasted for a shorter than other ...faculties and was effective until the start of mass vaccinations. For 6 months lectures, seminars, and exercises were held remotely. We conducted an internet-based survey among medical students regarding their assessment of their distance learning experience. We wanted to compare the assessment of students from the first to the third year of studies (group A), who mostly have theoretical classes, and the fourth to sixth (group B), who should mostly have exercises "at the patient's bedside".
Students of the medical faculty (n=82) participated in the survey (62% from group A and 38% from group B). All respondents had free access to a computer and the Internet. We assessed the individual areas of interest in the survey with a five-point Likert scale. There were no differences in the assessment of their own IT competencies among students of both groups. Students of both groups noticed that their level of IT competencies increased in the course of distance learning. The groups differed in terms of the assessment of the level of education offered by the university (4.6 vs 3.2, p <0.05), and the assessment of their own involvement (4.5 vs 3.4, p <0.05). The highest-rated forms of remote learning by students were group work on projects in designated channels of communication with assistants (86% and 78% willingly participate in it). The form assessed to be the worst was teaching based on providing content in electronic form (35% and 42%, respectively, willingly participate in it). The students of the group are less satisfied with the remote classes, which may correspond to the lack of contact with the individual patients. Less satisfaction with the classes conducted leads among students to less involvement on their part.
Following the outbreak of COVID-19 and the need to follow health protocols based on the World Health Organization (WHO) guidelines, most teachers and researchers started conducting teaching and ...research activities at their “home office”. Meanwhile, these professionals began to develop their activities in an often-improvised workspace - many of them have also been caring for their children and doing household chores. We have even observed a decline in student performance with remote teaching, as class duration reduced and students lacked access to laboratories for practical classes. In our view, if the Brazilian government does not invest in improving the quality of remote education and internet access for the population amid the ongoing pandemic, an increasing number of teachers and researchers will develop irreversible health problems due to the precariousness of remote teaching and work.
In the 2020–2021 school year, teachers and students at PK-12 schools in Texas, a large southern U.S. state, returned to in-person instruction from fully virtual learning. This manuscript reports the ...findings from the second year of a longitudinal study examining the experiences of teachers instructing their students both remotely and in-person during the COVID-19 pandemic. Transcripts of interviews and focus groups were qualitatively coded, and findings include increased teacher stress in the new work environment, a return of teacher autonomy but uneven consideration in decision-making, and concerns for student well-being. Themes present in year two are compared to important findings from year one.
•Qualitative research on teacher experiences instructing students both in-person and remotely during the COVID-19 pandemic.•Findings include increased teacher stress in the new work environment, a return of teacher autonomy but uneven consideration in decision-making, and concerns for student well-being.•Comparison of themes from year one (remote instruction) and year two (dual modalities) of the study.
While educational escape rooms are a novel way to stimulate collaboration and enhance team learning, this approach has only been described a few times in the health professions and interprofessional ...education literature and has tended to be resource intensive. In this report, we describe two educational escape rooms built using freely available technology and implemented with two different cohorts of interprofessional learners in large-scale courses of over 500 students. We sought to demonstrate that a screen-based or virtual escape room approach was feasible, flexible in terms of content and format, and engaging for learners collaborating in small group teams.
Cohort 1 of students from the Interprofessional Quality Improvement and Patient Safety course included 510 students on 88 teams. The activity was completed in person as a tabletop exercise utilizing a shared computer. Most students indicated the exercise was worthwhile and posttest scores on a subset of measures of patient safety learning (APSQ-III) were significantly higher than retrospective pretest scores with moderate effect size. Cohort 2 included 523 students in the Foundations of Interprofessional Collaborative Practice course. This cohort completed the activity asynchronously and virtually due to the COVID-19 pandemic. Reactions were generally positive though limited in number.
An interprofessional educational virtual escape room proved to be feasible and well-received across two different learner groups, two sets of content, and two modes for group collaboration: in person versus remote. Piloting this approach required only resources that are freely available online and a sustainable level of faculty engagement, enabling implementation at any program size. Similarly designed educational escape rooms may be a worthwhile approach for interprofessional educators across many instructional contexts hoping to increase student engagement and collaboration.
PDF
