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Open accessJournal ArticleDOI: 10.12688/F1000RESEARCH.28178.1

Perception on Online Teaching and Learning Among Health Sciences Students in Higher Education Institutions during the COVID-19 Lockdown - Ways to Improve Teaching and Learning in Saudi Colleges and Universities

04 Mar 2021-F1000Research (Mendeley Data)-Vol. 10, pp 177-177
Abstract: Background: Online learning or E-learning are approaches to broadcasting teaching by the means of internet technology and software applications. Kingdom of Saudi Arabia is likewise embarking on the rapid growth in online education. The purpose of this study is to investigate the student's perceptions regarding online teaching and learning during COVID 19. Methods: An online computer-based cross-sectional study was conducted between May and June 2020. A pre-validated questionnaire was used and administrated to health sciences students studying at Dammam Universities through online software QuestionPro. Results: Out of total 281, 68% of the participants were females (n=188) while 31.9% (n=88) were male students with an average age of 23.1(4.5) years. Overall, 176 (62%) of the students expressed their satisfaction with online learning. Conclusion: Findings will help academicians to identify strengths, areas of improvement, and encourage faculty to think deeply to restructure course learning objectives, teaching techniques to engage students and improve learning process. © 2021 Aziz Ansari K et al.

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Topics: Teaching method (57%), Higher education (53%)

5 results found

Open accessJournal ArticleDOI: 10.3389/FPSYG.2021.590196
Abstract: After the World Health Organization had declared a pandemic of coronavirus disease (COVID-19) on March 11, 2020 many governments, including the Government of Spain, declared the state of alarm enforcing a quarantine that have left millions of students confined to their homes. This home confinement has affected students of all levels, including university students, and has forced faculties to adapt online teaching strategies. Thus, traditional classroom face-to-face teaching has suddenly been replaced by online classes. This has revealed particularly challenging for medical courses. For such purpose we have designed an online teaching proposal addressed to the Degree in Physiotherapy and the Double Degree in Nursing and Physiotherapy of the University of Jaen (Spain). The objective is to implement an online virtual teaching protocol through the use of Virtual Reality. For such a goal, the Leap Motion Controller (LMC) will be used to teach the neuroanatomy of the brain and spinal cord and to teach and practice neurorehabilitation exercises. Along with devices like the LMC students will be asked to use Health Sciences databases in order to achieve a significative learning of the course topics. The project is structured in two phases. First, students will learn neuroanatomy and neurophysiology of the most relevant neurological conditions using LMC-based models. Then, they will learn to combine LMC games and conventional physiotherapy for neurorehabilitation purposes. The work of students will include the recording of videoreports demonstrating the acquisition of neuroanatomy concepts and simulating a clinical case. With this project we will assess the usability of LMC as an educative tool, the perception, satisfaction and self-regulated learning of physiotherapy students.

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Topics: Distance education (53%)

4 Citations

Open accessJournal ArticleDOI: 10.3389/FPSYT.2021.705805
Junseok Ahn1, Jukab Lee1, Youjin Hong1, Jangho Park1  +1 moreInstitutions (1)
Abstract: The aim of this study was to explore the psychometric properties and validity of Stress and Anxiety to Viral Epidemics-6 items (SAVE-6) among medical students who are at high risk of coronavirus disease 2019 (COVID-19) infection. A total of 212 medical students participated in the online anonymous survey that used SAVE-6, Coronavirus Anxiety Scale (CAS), Generalized Anxiety Disorder-7 items (GAD-7), and Work and Social Adjustment Scale (WSAS). We observed that the single-factor structure model of the SAVE-6 scale showed good internal consistency (Cronbach's alpha = 0.756) and a good convergent validity with GAD-7 (rho = 0.320, p < 0.001), CAS (rho = 0.229, p < 0.001), and WSAS (rho = 0.278, p < 0.001). The appropriate cut-off score of the SAVE-6 scale was determined as 15 points in accordance with at least a mild degree of generalized anxiety (GAD-7 score of 5) among medical students. In conclusion, the SAVE-6 scale can be applied to medical students as a reliable and valid rating scale to assess anxiety response to the present viral pandemic.

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Topics: Anxiety (60%), Rating scale (55%), Convergent validity (53%) ... show more

2 Citations

Open accessJournal ArticleDOI: 10.12688/F1000RESEARCH.52152.1
27 Aug 2021-F1000Research
Abstract: Background: The COVID-19 pandemic has brought about many changes in all sectors of life, especially in the field of education. These changes aim to make the learning process more effective in the pandemic environment. However, it can be challenging, as some students do not give positive responses to these changes, especially those in remote areas. This article aims to identify and report students' perceptions about the effectiveness of online learning during the COVID-19 pandemic in the remote North Tapanuli region of Indonesia. Methods: In this study, data were obtained using an online survey involving 30 students from three levels of education, namely junior high school, senior high school, and college. The data gathered from the survey were analyzed using quantitative descriptive methods. Results: Results show that online learning is considered less effective by students in remote areas; this happens because communication networks and infrastructure do not adequately support them to follow online learning. Conclusion: Teachers need to evaluate how to teach as well as re-design models and approaches to be applied in learning. This can be achieved by adjusting to the student’s current situation to generate interest and willingness to learn online.

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Open accessDOI: 10.12955/PMP.V2.185
24 Oct 2021-
Abstract: INTRODUCTION: In the context of the current public health emergency, an adequate adjustment imposed a transition from a conservative approach to medical education to online teaching and interaction. E-learning also brought advantages to the students, which were assessed in this survey in order to learn how to keep and benefit from them in the future. METHODS: the data was collected through a questionnaire which included general data (gender, year of study) and the self-perceived progress. Specific questions addressed the quality of the teacher-student communication, or the advantages e-learning offered, while the platform's functionalities were analyzed through a five-point scale. RESULTS: Among the 536 respondents, 99.81% mentioned at least one feature used specifically in the online training that would be valuable to retain in the future. Students perceiving progress better than expected had a higher appreciation of the e-learning tools. Gender differences in opinion were only correlated with the standardization of the studying process. While time management was accepted as a main advantage, 25% of the participants considered the overall communication better than before. A major disapproval regarding online communication was encountered in years 3, 4, and 5, while the desire to continue the communication through the existing platform was the highest in the first and last year of study. CONCLUSION: Even in a blended learning process, the digital delivery of medical training needs further improvement and adaptation in order to align with the fast-developing society and its expectations.

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Topics: Blended learning (57%)

Open accessJournal ArticleDOI: 10.1186/S12909-021-02860-Z
Abstract: Background Worldwide, most of educational institutions have moved to online electronic learning methods because of the COVID-19 pandemic. On March 8, 2020, the Saudi Ministry of Education announced remote learning for public and private schools and universities as a preventive and precautionary measure to curb the spread of the coronavirus. The objective of this study was to explore the e-learning experience of the students of the colleges of health sciences with regard to the technical preparedness, academic achievements, e-learning advantages and limitations. A well-structured and validated questionnaire on a five-point Likert scale and open-ended questions about their e-learning experience was distributed to a heterogeneous purposive sample of the health sciences students in Saudi Arabian universities. Results Of the 1288 respondents, of various demographical features a relatively higher proportion of 58.2 % agreed that they had enough information about the online learning. However, the proportion who reported receiving adequate guidance, technical support, and having satisfactory hardware and internet access to online learning were 48.1 %, 42, and 35.4 %, respectively. Of all participants, 40.8 % agreed that they had gained a good understanding of their courses learning outcomes. Only 30.0 % agreed that the quality of the online teaching was similar to traditional classes and 56.1 % agreed that the online learning is unsuitable for the medical sciences studies. E-learning advantages mentioned were the flexible accessibility of the learning materials, time, effort, and money saving, acquiring and improving technical and self-learning skills, health safety, interaction without shyness, and better academic accomplishment. On the other hand, disadvantages and difficulties included inadequate tools to facilitate online learning, poor internet connection, lack of technological skills by the educators and students. In addition, there was inadequate or lack of practical classes, lack of a unified clear policy for the conduct of online classes and exams and grade distribution, limited online exam time. Conclusions The sudden shift to e-learning without prior preparedness has revealed some pitfalls that need to be adjusted. The initial findings were considered satisfactory for such a new experience for both learners and students. However, there is a great chance for improving and expanding the e-learning process.

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Topics: Preparedness (54%), Technical support (52%), Likert scale (51%)

22 results found

Journal ArticleDOI: 10.1111/J.2044-8279.1976.TB02980.X
Abstract: Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing.

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4,054 Citations

Open accessDOI: 10.23750/ABM.V91I1.9397
19 Mar 2020-
Abstract: The World Health Organization (WHO) on March 11, 2020, has declared the novel coronavirus (COVID-19) outbreak a global pandemic (1). At a news briefing , WHO Director-General, Dr. Tedros Adhanom Ghebreyesus, noted that over the past 2 weeks, the number of cases outside China increased 13-fold and the number of countries with cases increased threefold. Further increases are expected. He said that the WHO is "deeply concerned both by the alarming levels of spread and severity and by the alarming levels of inaction," and he called on countries to take action now to contain the virus. "We should double down," he said. "We should be more aggressive." [...].

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2,156 Citations

Open accessJournal ArticleDOI: 10.1111/J.1365-2929.2004.02012.X
01 Dec 2004-Medical Education
Abstract: Dipping my toe into the water of educational research, I have recently used Likert-type rating scales to measure student views on various educational interventions. Likert scales are commonly used to measure attitude, providing a range of responses to a given question or statement . Typically, there are 5 categories of response, from (for example) 1 1⁄4 strongly disagree to 5 1⁄4 strongly agree, although there are arguments in favour of scales with 7 or with an even number of response categories.

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Topics: Likert scale (52%), Rating scale (52%)

2,018 Citations

Open accessJournal ArticleDOI: 10.4300/JGME-5-4-18
Abstract: Likert-type scales are frequently used in medical education and medical education research. Common uses include end-of-rotation trainee feedback, faculty evaluations of trainees, and assessment of performance after an educational intervention. A sizable percentage of the educational research manuscripts submitted to the Journal of Graduate Medical Education employ a Likert scale for part or all of the outcome assessments. Thus, understanding the interpretation and analysis of data derived from Likert scales is imperative for those working in medical education and education research. The goal of this article is to provide readers who do not have extensive statistics background with the basics needed to understand these concepts. Developed in 1932 by Rensis Likert1 to measure attitudes, the typical Likert scale is a 5- or 7-point ordinal scale used by respondents to rate the degree to which they agree or disagree with a statement (table). In an ordinal scale, responses can be rated or ranked, but the distance between responses is not measurable. Thus, the differences between “always,” “often,” and “sometimes” on a frequency response Likert scale are not necessarily equal. In other words, one cannot assume that the difference between responses is equidistant even though the numbers assigned to those responses are. This is in contrast to interval data, in which the difference between responses can be calculated and the numbers do refer to a measureable “something.” An example of interval data would be numbers of procedures done per resident: a score of 3 means the resident has conducted 3 procedures. Interestingly, with computer technology, survey designers can create continuous measure scales that do provide interval responses as an alternative to a Likert scale. The various continuous measures for pain are well-known examples of this (figure 1). FIGURE 1 Continuous Measure Example TABLE Typical Likert Scales

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Topics: Likert scale (67%), Ordinal Scale (55%), Computer technology (52%)

1,080 Citations

Journal ArticleDOI: 10.1108/09513540010344731
Thierry Volery1, Deborah Lord2Institutions (2)
Abstract: The Internet is a major technological advancement reshaping not only our society but also that of universities worldwide. In light of this, universities have to capitalise on the Internet for teaching, and one progressive development of this is the use of online delivery methods. This paper draws upon the results of a survey conducted amongst students enrolled in one online management course at an Australian university. Three critical success factors in online delivery are identified: technology, the instructor and the previous use of the technology from a student’s perspective. We also argue that the lecturer will continue to play a central role in online education, albeit his or her role will become one of a learning catalyst and knowledge navigator.

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Topics: Distance education (57%), Educational technology (55%), Critical success factor (54%) ... show more

813 Citations

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