The COVID-19 pandemic has enhanced the adoption of virtual learning after the urgent suspension of traditional teaching. Different online learning strategies were established to face this learning ...crisis. The present descriptive cross-sectional study was conducted to reveal the different digital procedures implemented by the College of Medicine at Qassim University for better student performance and achievement.
The switch into distance-based learning was managed by the digitalization committee. Multiple online workshops were conducted to the staff and students about the value and procedures of such a shift. New procedures for online problem-based learning (PBL) sessions were designed. Students’ satisfaction was recorded regarding the efficiency of live streaming educational activities and online assessment.
The students were satisfied with the overall shift into this collaborative e-learning environment and the new successful procedures of virtual PBL sessions. The digital learning tools facilitated the performance of the students and their peer sharing of knowledge. The role of informatics computer technologies was evident in promoting the students, research skills, and technical competencies.
The present work elaborated on the procedures and privileges of the transformation into digitalized learning, particularly the PBL sessions, which were appreciated by the students and staff. It recommended the adoption of future online theoretical courses as well as the development of informatics computer technologies.
To deal with the current need for flexible learning trajectories giving access to a more diverse group of learners, synchronous hybrid virtual classrooms have been designed to connect both on-site ...students and remote students during synchronous teaching. Given synchronous blended learning is relatively new, there are only few studies that have investigated its use and effectiveness. Furthermore, the existing literature is mostly exploratory and qualitative in nature. This present study meets the need for empirical, theory-driven research. More specific, this study has set up an experiment to investigate how different learning settings can affect students' relatedness, intrinsic motivation and learning achievement in the context of a synchronous learning space. The Self-Determination Theory (SDT) namely stresses that relatedness is a contributing factor for intrinsic motivation and indirectly also predicts learning achievement. Although there are numerous studies using SDT in various contexts, only limited studies used this theory to examine learning in the hybrid virtual classroom comparing different learning settings and its effects on relatedness, intrinsic motivation and learning achievement. The educational setting depends on whether students are physically present and thus attend the lecture face-to-face (F2F) or remotely (virtual), and on whether the setting is the same for all students (pure) or mixed (hybrid). This study presents the results of an experimental within-subjects design study comparing the students' learning experiences as F2F versus virtual student in the pure or hybrid setting. A mixed-methods approach is used including real-time measurements of intrinsic motivation next to retrospective self-report surveys and interviews. Also the effect of quizzes has been consistently investigated. The results show that although the hybrid virtual classroom is promising regarding flexibility in education as it gives students the choice where to attend the course, it is also the most challenging one to teach in and to learn in as a remote participant. It has been found that both the relatedness to peers and the intrinsic motivation is the lowest in the hybrid-virtual setting. Yet, our results show that launching quizzes is positively related to all students’ motivation. Further research that implements different kinds of quizzes and at different time intervals is necessary to validate this finding in the context of the hybrid virtual classroom. Future research should also investigate how relatedness between the remote students and their on-campus counterparts can be improved by means of instructional interventions.
•Hybrid virtual classrooms are promising for flexible learning, but challenging.•Relatedness is a contributing factor for intrinsic motivation.•Intrinsic motivation is the lowest when students follow the lecture remotely.•Launching quizzes is positively related to all students' motivation.
The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the ...literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.
This paper explored how instructors' technological adaptability and management of virtual classroom environments affects the quality of students' virtual learning experiences and the effectiveness of ...their virtual knowledge acquisition in Ghanaian tertiary institutions.
A questionnaire was used to collect data from 700 graduate students. The data was analysed inferentially using the structural equation modelling approach with the analysis of moment structures as the analytical technique. In this technique, path analysis was conducted to test derived hypotheses
of the relatedness of the study variables, which served as components in a conceptualised framework developed to guide the study. It was found that instructors' technological adaptability of virtual classroom environments will directly enhance their management capabilities of virtual
teaching-learning systems, which will also directly increase the quality of students' virtual learning experiences. It was also found that although instructors' adaptability of virtual classroom environments will not directly increase the quality of students' virtual
learning experiences, it can have an indirect consequence on the quality of student learning. The paper concludes that instructors' acquisitions of the requisite technological competence to enable them positively to adapt to virtual classroom environments will help enhance their management
capabilities of the virtual teaching-learning systems. The study outcome provides academics and education researchers and administrators a good practical perspective of technological adaption of educational teaching-learning tools, systems and mechanisms for enhancing the effective
management of virtual classroom systemic activity. It also provides an important pedagogic insight that could enable future study of efficient and effective design of digitised virtual classrooms to enhance virtual teaching-learning practice.
Since the global outbreak of coronavirus disease-2019 (COVID-19), plastic surgeons were forced to transition from traditional didactics to virtual lectures to practice “social distancing.” As this ...method of education continues to be widely used, understanding the current trend of its usage is critical. In this study, we performed a survey study of virtual lecture attendees and presenters to determine current usage and general consensus on virtual lectures in plastic surgery education.
An electronic survey was sent to attendees and presenters of virtual lectures using Google Forms. Demographic data, webinar usage patterns, and views on virtual lectures were collected.
A total of 417 surveys were received. Prior to the COVID-19 era, 39.1percent of attendees did not use virtual lectures and 45.6percent of presenters did not give webinars at all. Both groups reported that the lack of opportunities and need were the most common cause of no use of lectures or webinars. After the outbreak, 35.4percent of attendees now use virtual lectures daily and 51.4percent of presenters give lectures weekly. Over 90percent of the study population reported a positive experience with the virtual lectures due to increased interaction, convenience, outreach, and usability. Finally, over 75percent stated that virtual lectures might replace classroom lectures in the future.
Our study shows that a majority of plastic surgeons have begun to use and give virtual lectures daily after the COVID-19 outbreak. Virtual education is a powerful and versatile tool that has great potentials, and it may continue to serve as a part of surgical training in the future.
This study aims to develop designs and learning products for the Enriched Virtual Classroom using PEDATI in building construction planning. Enriched Virtual Classroom belongs to blended learning. ...This learning model is one of the models where the learning process is played with technology and face-to-face learning is only an additional supplement if needed. The development procedure uses the ADDIE model which is integrated with the PEDATI model at the learning design preparation stage. The components and indicators for the expert review of the instrument were prepared based on the standard components and indicators of the "Network-Based Learning Evaluation Instrument" developed by Hadiansyah, et al. in 2018. Instruments will be given to learning design experts in terms of five aspects, namely subject identity, clarity of learning objectives, the relevance of learning strategies to learning objectives, the relevance of evaluation to learning objectives as well as language and communication. The results of the evaluation use the scoring from the expert review by using proportions. The percentages obtained were 94.78% from instructional design experts, 95.71% from media experts, and 90.83% from instructional design experts.
This study proposed a low‐cost, easy to set up and easy to modify virtual classroom simulation environment, CartoonClass, and tested its impact on 27 pre‐service primary school teachers' noticing ...development during a semester‐long mathematics methods course. The participants' perceptions of using CartoonClass were also examined. A Wilcoxon signed‐rank test of the pre‐test and post‐test results showed that the participants (1) significantly developed their noticing skills, with regard to both general classroom events and attending‐to skills; and (2) significantly changed their focus on ‘mathematics thinking,’ an accepted indicator of better noticing skills. (3) However, a novel video‐summarising task aimed at detecting the participants' skills to quickly notice and grasp a complex teaching situation found no significant change in such ability over the course of the experiment. On the other hand, the qualitative data analysis showed the participants had positive perceptions of the virtual environment regarding realism, enjoyment and effectiveness.
Practitioner notes
What is already known about this topic
Using virtual classroom simulations can improve pre‐service teachers' expertise, but teacher educators need a low‐cost virtual environment that can be easily used in their own classrooms.
Our understanding of using classroom simulations to improve teacher noticing is still limited.
Using animation‐based assessment in teacher noticing is meaningful.
Examining teacher noticing relies much on written reflections of watching videos but developing different types of tasks is critical.
What this paper adds
This study provided an economical and easy way to build a virtual classroom environment.
Compared with previous classroom simulation studies, this study used a more structured instrument to examine pre‐service teachers' noticing performance.
A novel task (write a full‐video outline with a short time watching) was created to examine teachers' noticing skills in quickly recognising a classroom situation.
Implications for practice and/or policy
The two types of questions (general and specific) in assessing teacher noticing yielded different results that may provide valuable insights for future research on this topic.
As our pre‐service teachers developed only basic noticing skills (ie, attending‐to), we suggest that teacher educators should be provided with more intensive training in teacher noticing.
Developing only attending‐to skills may be not sufficient for quickly recognising a classroom situation.
Having garnered interest both in clinic and research areas, the Virtual Classroom (Rizzo et al., 2000) assesses children's attention in a virtual context. The Digital MediaWorks team (www.dmw.ca) has ...evolved the original basic classroom concept over a number of iterations to form the ClinicaVR Suite containing the Classroom-CPT as one of its components. The present study has three aims: investigate certain validity and reliability aspects of the tool; examine the relationship between performance in the virtual test and the attendant sense of presence and cybersickness experienced by participants; assess potential effects of gender and age on performance in the test. The study was conducted with 102 children and adolescents from Grade 2 to Grade 10. All participants were enrolled in a regular school program. Results support both concurrent and construct validity as well as temporal stability of ClinicaVR: Classroom-Continuous Performance Test (CPT). Gender exerted no effect on performance, while age did. The test did not cause much cybersickness. We recommend ClinicaVR: Classroom-CPT as an assessment tool for selective and sustained attention, and inhibition, in clinic and research domains.
•This study support the validity and temporal stability of ClinicaVR: Classroom-CPT.•The ClinicaVR: Classroom-CPT improves the neuropsychological assessment from an ecological perspective.•The ClinicaVR: Classroom-CPT is recommended to evaluate attention and inhibition deficits in children and adolescents.
بعد جائحة كوفيد-١٩، قامت المؤسسات الأكاديمية على الفور بتحويل جميع النشاطات الأكاديمية إلى التعليم الإليكتروني. يصف العمل الحالي الإجراءات المتزامنة للتعليم الإليكتروني والتقييم التي أجريت في كلية ...الطب، بجامعة القصيم، بالمملكة العربية السعودية. كما درسنا تأثير التعلم الإليكتروني والتقييم على أداء الطلاب وأعضاء هيئة التدريس، والتحديات التي تواجه استدامتها.
في هذه الدراسة المستعرضة الوصفية، قمنا برصد عدد ومدة الأنشطة التعليمية الإلكترونية المختلفة أثناء جائحة كوفيد-١٩. تم عقد الدورات التدريبية للإجراءات المختلفة للفصول الافتراضية والتقييم الإلكتروني للمعلمين والطلبة. ورتبت لجنة التقييم الإليكتروني المنشأة حديثا مختلف التقييمات الإليكترونية. تم مقارنة متوسط درجات نفس الطلبة أثناء جلسات التعلم القائم على حل المعضلات سواء عقدت وجها لوجه أو تم عقدها إلكترونيا. كما تم عمل وتحليل استبانة رضا الطلاب، والتقارير الأسبوعية لتصور أعضاء هيئة التدريس بالإضافة إلى خبرات جلسة مجموعة التركيز عن التعلم الإليكتروني.
تم تنفيذ ٦٢٠ فصلا افتراضية بنجاح على مدى ٩٩٤ ساعة شملت المحاضرات النظرية، وجلسات التعلم القائم على حل المعضلات، والندوات وحلقات النقاش. لاحظنا زيادة ذات دلالة إحصائية في متوسطدرجات الطالبات أثناء الجلسات الإلكترونية للتعلم القائم على حل المعضلات. عكس أكثر عدد ممكن ٥٢.٨٢٪ من طلاب السنوات الأساسية بالإضافة إلى أعضاء هيئة التدريس الرضى العالي تجاه الفصول الافتراضية، والتقييم الإليكتروني وورش العمل الإلكترونية.
أوضحت هذه الدراسة فوائد التعلم الإلكتروني والتقييم. لاحظنا ارتفاعا في إنجاز الطلاب وتصورا واعدا لأعضاء هيئة التدريس وتحسنا ملحوظا في مهاراتهم التكنولوجية. تدعم هذه النتائج التحول نحو التنفيذ المستقبلي لمزيد من المقررات الطبية الإليكترونية.
During the COVID-19 pandemic, academic institutions are promptly shifting all educational activities to the e-learning format. The present work describes concurrent procedures for online teaching and assessment performed at the College of Medicine, Qassim University, KSA. We also explored the impact of e-learning and assessment on the performance of students and faculty, and the challenges to their sustainability.
In this descriptive cross-sectional study, we recorded the number and duration of different online educational activities during the COVID-19 pandemic. Training sessions for various procedures of virtual classrooms and online assessments were organised for teachers and students. A newly established e-assessment committee arranged different online assessments. A comparison between the mean problem-based learning (PBL) grades of the same students was conducted either face-to-face or online. A student satisfaction survey and online staff focus group about the online learning experiences were conducted, and weekly staff perception reports were prepared. The results obtained were then analysed.
A total of 620 virtual classrooms were successfully implemented over 994 h including theoretical lectures, PBL sessions, seminars, and tutorials. A significant increase in the mean PBL grades was observed for female students during the online sessions. Out of the basic year students and staff, 58.82% reflected their high satisfaction towards virtual classrooms, online assessment, and online workshops.
The present study elaborates on the benefits of e-learning and assessment. We observed higher student achievements and promising staff perceptions with obvious improvement in their technological skills. These findings support the shift towards future implementation of more online medical courses.
Web Learning-based Virtual Classroom is a complement and a new learning medium for 8th graders at SMP Negeri 1 Pakis in English Subjects, the subject matter is We got a lot of Histories. Web ...Learning-based Virtual Classroom is a learning medium that involves student and teacher interactions online that students can use to learn independently. Web Learning-based Virtual Classroom has a how-to guide and has many features that make it easier for students to use it. The purpose of this development is to produce a learning media, and to find out the feasibility of the learning media being developed. The development model used is the Lee & Owens model. Responses were obtained from Media and Material Experts, the development of a Web Learning-based Virtual Classroom for English Subjects received a positive response by material experts and media experts and was suitable for use by students.
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