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Ajay Jesse Thomas

Bio: Ajay Jesse Thomas is an academic researcher. The author has contributed to research in topics: Neurointensive care & Medical education. The author has an hindex of 1, co-authored 1 publications receiving 15 citations.

Papers
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Journal Article
TL;DR: In this paper, a study aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same is presented, which revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment.
Abstract: — The study is aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same. Multiple factors including use of the latest available technology and the skills that are trained by these online methods have been assessed. An attempt has been made to answer how each of the various language skills is trained online and how effective the online methods are compared to traditional classroom methods when students interact with peers and teaching faculty. A mixed methods research design was followed for collecting information for the study where a survey by means of a questionnaire and in-depth interviews with a number of respondents were undertaken across the various institutes and study centers located in the United Arab Emirates. The questionnaire contained 19 questions which included 7 sub-questions. The study revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment. They prefer classroom environment more than the online setting for language learning.

16 citations

Journal ArticleDOI
TL;DR: Through the creation of a virtual community of practice, this framework could serve as a roadmap for other institutions and specialties seeking to address the ongoing problems of textbook obsolescence relating to the rapid acceleration in knowledge acquisition.
Abstract: Pediatric neurocritical care (PNCC) is a rapidly growing field. Challenges posed by the COVID-19 pandemic on trainee exposure to educational opportunities involving direct patient care led to the creative solutions for virtual education supported by guiding organizations such as the Pediatric Neurocritical Care Research Group (PNCRG). Our objective is to describe the creation of an international, peer-reviewed, online PNCC educational series targeting medical trainees and faculty. More than 1600 members of departments such as pediatrics, pediatric critical care, and child neurology hailing from 75 countries across six continents have participated in this series over a 10-month period. We created an online educational channel in PNCC with over 2500 views to date and over 130 followers. This framework could serve as a roadmap for other institutions and specialties seeking to address the ongoing problems of textbook obsolescence relating to the rapid acceleration in knowledge acquisition, as well as those seeking to create new educational content that offers opportunities for an interactive, global audience. Through the creation of a virtual community of practice, we have created an international forum for pediatric healthcare providers to share and learn specialized expertise and best practices to advance global pediatric health.

Cited by
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01 Jan 2015
TL;DR: In this paper, the authors investigated how students' perceptions of online course quality compare to those put forth in the Quality Matters (QM) rubric, and found that students do value the QM criteria as important to their success in an online course.
Abstract: The Quality Matters (QM)TM rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’ perceptions of online course quality compare to those put forth in the QM rubric. Participants in this study n = 3,160 included students currently taking an online college-level course were invited to rate the importance of each QM standard restated from the student perspective. Students’ ratings of each item were compared to the ranking of each item received by QM (3-Essential, 2-Very Important, or 1-Important). The student rating for each item was at least 1.0 indicating that students do value the QM criteria as important to their success in an online course. Items related to having clear instructions for getting started in the course and ease of navigation were rated highly by both QM and students. However, students did not value items related to the importance of interacting with peers and the instructor at the same high level indicated in the QM rubric. Other findings related to practical differences between student and QM ratings of rubric items are discussed.

24 citations

Journal ArticleDOI
26 Dec 2020
TL;DR: In this paper, a study was carried out to accentuate the effectiveness of online learning system during the wave of COVID-19 and the overall findings revealed that the online learning was an effective and efficient system of learning to fulfill the educational needs of learners at distant locations.
Abstract: The novel coronavirus (COVID-19) is known to be the worst pandemic on the planet which has not only affected humankind very severely but also frozen all areas of life on the sphere. The pandemic caused the largest turmoil in the field of education across the world. The conventional system of education has been disrupted resulting in the closure of all educational institutions around the globe. The exams were postponed which made the students more concerned about their academic achievements. The educationists around the world started thinking about some good alternatives for this problem and subsequently considered online learning as the best substitute for conventional learning at educational institutes. The current study was carried out to accentuate the effectiveness of online learning system during the wave of COVID-19. To achieve the objective of the study, two educational institutes, one government and one private institute, were selected in Sargodha through convenient sampling and the individual perception of the participant teachers was documented using questionnaire as the data collection tool. The descriptive and inferential statistical design was followed for the analysis of the data. The overall findings revealed that the online learning was an effective and efficient system of learning to fulfill the educational needs of learners at distant locations. On the whole, the inferences supported the effectiveness of the online learning system during COVID-19.

13 citations

Journal ArticleDOI
TL;DR: In this article , the authors examined online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students and found that the time spent online significantly affects internet selfefficacy, while the influence of grade level, GPA and gender is insignificant.
Abstract: Despite constantly growing, many educational institutions have not been prepared to shift from traditional to online learning environments until the pandemic. Current research aims to examine online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students. The questionnaire has been used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet and are quite self-directed and do not lack interactions or satisfaction with online learning. Furthermore, the findings indicated that while grade level and GPA insignificantly influence students' satisfaction, time spent online and gender influence it significantly, with males reporting higher levels of satisfaction. While GPA and grade level significantly affect online interaction, gender and time spent online have no impact. Morever, students who invest extra efforts into learning and obtain high grades feel significantly more satisfied with online learning than those with lower grades. The time spent online significantly affect internet self-efficacy and self-regulated learning, while the influence of grade level, GPA and gender is insignificant. This study findings may help instructors create an online classroom environment conducive to improving online students' satisfaction, interaction, internet self-efficacy and self-regulated learning and, as a result, improve the effects of online education.

11 citations

Journal ArticleDOI
05 Jul 2019
TL;DR: In this article, the authors investigated the effect of online and offline teaching and learning on students' reading achievement and found that the scores of students who were taught through blended methods were significantly better than those who were trained using traditional methods.
Abstract: This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement

9 citations

Journal ArticleDOI
30 Mar 2021
TL;DR: In this article, a qualitative approach was employed where the data was obtained during the online supervision of the student's final project (TA) by integrating visual images into her writing project.
Abstract: In response to the current situation of the pandemic covid-19 outbreak which has been affected worldwide, this study examines the opt on online learning for writing skill, and to assess the development of the writing task. It draws the data from an English as a Foreign Language (EFL) student’s writing documents, and marking documents of three experienced English teachers’s using the “Analytical Marking Scheme”. A qualitative approach was employed where the data was obtained during the online supervision of the student’s final project (TA) by integrating visual images into her writing project. The participant is in her final year at English Department, Politeknik Negeri Padang who focuses on writing brochure as her TA. The findings of this study show that there are two major progresses found in the writing documents of the first draft to the final draft. First, the content of the writing has been improved as seen from the variation of vocabulary used within. The essay has been organized well where the ideas are developed, and the information shared is logical and complete. Second, even though there is still a few errors occured in grammar, punctuation, and spelling, they have no influence on the idea conveyed. The student is able to adjust into the online learning, and increase her writing performance by utilizing the visual images given. The findings suggest that there should be more innovative learning designs to accommodate the needs of online learning. Since this type of learning is challenging for both teachers and student, teachers need to be able to put their role as facilitator to establish more engagements with the student, and to trigger the student to be more autonomous in learning.

8 citations