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Showing papers on "Curriculum published in 2020"


Journal ArticleDOI
TL;DR: This Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.
Abstract: The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students' needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students' learning trajectories once the pandemic is over and gives a list of resources.

1,196 citations


Journal ArticleDOI
01 Apr 2020
TL;DR: The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community as mentioned in this paper, and the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings.
Abstract: The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community. Through a desktop analysis leveraging university and government sources where possible, we provide a timely map of the intra-period higher education responses to COVID-19 across 20 countries. We found that the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings. We provide in our discussion a typology of the types of responses currently undertaken and assess the agility of higher education in preparing for the pandemic. We believe there are significant opportunities to learn from the pedagogical developments of other universities, in order to strengthen our collective response to COVID-19 now and into the future.

1,077 citations


Journal ArticleDOI
TL;DR: Based on the author's experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, the authors introduces how higher education is affected and how it can respond to future challenges.
Abstract: Covid-19 affected higher educational institutions not just in Wuhan, China where the virus originated but all other higher educational institutions in 188 countries as of April 06, 2020. Educational countermeasures are taken to continue educating the students despite the COVID-19 predicaments. Based on the author’s experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, this article introduces how higher education is affected and how it can respond to future challenges. This article recommends to educational institutions to produce studies to proliferate and document the impact of the pandemic to the educational system. There is also a greater need for educational institutions to strengthen the practices in the curriculum and make it more responsive to the learning needs of the students even beyond the conventional classrooms.

649 citations


Journal ArticleDOI
11 Jul 2020
TL;DR: In this article, the authors explored the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic and found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers.
Abstract: This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

534 citations


Journal ArticleDOI
TL;DR: This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.
Abstract: School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers’ backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students’ voices.

406 citations


Journal ArticleDOI
TL;DR: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy.
Abstract: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology – regardless of learners’ geographical locations and timescale – to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors – enablers and barriers – affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using ‘Textword’ and ‘Thesaurus’ search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors – enablers and barriers – about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

308 citations


Journal ArticleDOI
TL;DR: This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means and compared adopting a thematic analysis approach.
Abstract: The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.

299 citations


Journal ArticleDOI
TL;DR: This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens and reveals loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies.
Abstract: Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with "business as usual." The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was "What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?." Thematic analysis to elucidate "the what and why" of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated "hands-on" experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

294 citations


Journal ArticleDOI
TL;DR: It is ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms, and has been customized and personalized in line with students’ needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.
Abstract: The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.

278 citations


Journal ArticleDOI
TL;DR: Novel ways of online teaching should be considered in new medical curricula development, as well as methods of delivering practical skills for medical students online.
Abstract: The coronavirus pandemic has impacted medical education globally. As universities seek to deliver medical education through new methods of modalities, this continuing of education ensures the learning of the future workforce of the NHS. Novel ways of online teaching should be considered in new medical curricula development, as well as methods of delivering practical skills for medical students online.

262 citations


Posted ContentDOI
18 Jul 2020-medRxiv
TL;DR: Barriers faced by medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning, most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home and poor communication between educators and learners.
Abstract: Introduction In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. Methods The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Results Among 3,670 medical students, 3,421 (93%) owned a smartphone and 3,043 (83%) had a laptop or desktop computer. To access online resources, 2,916 (79%) had a postpaid internet subscription while 696 (19%) used prepaid mobile data. Under prevailing conditions, only 1,505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. Discussion Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond.

Journal ArticleDOI
TL;DR: In this article, the concept of emergency remote teaching (ERT) including its application and evaluation is thoroughly discussed, and the application of the ERT in the Middle East College Oman has been considered as case study.
Abstract: Due to COVID-19 outbreaks worldwide, the academic institutions have been enforced to entirely cancel face-to-face teaching including laboratories and other learning experiences as a mitigation step against the risk posed by the Coronavirus. Accordingly, various measures by the higher education providers have been initiated to implement social isolation strategies, and online teaching is followed with rapid curriculum transformation. The online delivery is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to time constraint, the curriculum transformation is anticipated to occur rapidly without sufficient preparation. Therefore, in this study, the concept of the emergency remote teaching (ERT) including its application and evaluation is thoroughly discussed. The application of the ERT in the Middle East College Oman has been considered as case study. This study draws on CIPP evaluation model to assess the effectiveness of the adopted model, and qualitative data were collected online taking random samples of students and educators. Besides, interview and questionnaire responses, experiences, beliefs, and challenges encountered by the educators and students on the emergency remote teaching were used and analyzed. In addition, students’ weekly attendance segregated with session modes, levels and module nature were considered to evaluate the students’ participation to the online classes. The collected information were analyzed, and based on the analysis outcomes, recommendations were forwarded to serve as an input for future strategies and policies and to improve the performance of teaching learning activities during similar circumstances.

Posted Content
TL;DR: The authors presented a framework for curriculum learning in reinforcement learning, and used it to survey and classify existing curriculum learning methods in terms of their assumptions, capabilities, and goals, finding open problems and suggest directions for future RL curriculum learning research.
Abstract: Reinforcement learning (RL) is a popular paradigm for addressing sequential decision tasks in which the agent has only limited environmental feedback. Despite many advances over the past three decades, learning in many domains still requires a large amount of interaction with the environment, which can be prohibitively expensive in realistic scenarios. To address this problem, transfer learning has been applied to reinforcement learning such that experience gained in one task can be leveraged when starting to learn the next, harder task. More recently, several lines of research have explored how tasks, or data samples themselves, can be sequenced into a curriculum for the purpose of learning a problem that may otherwise be too difficult to learn from scratch. In this article, we present a framework for curriculum learning (CL) in reinforcement learning, and use it to survey and classify existing CL methods in terms of their assumptions, capabilities, and goals. Finally, we use our framework to find open problems and suggest directions for future RL curriculum learning research.

Journal ArticleDOI
TL;DR: In this paper, the impact of the COVID-19 pandemic on the education system in developing countries is reviewed and the educational institutions design strategies to recover lost learning, and return students to school when schools reopen.
Abstract: Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.

Journal Article
TL;DR: In this paper, the authors identified the constraints of the online teaching and learning process at home as a result of the unprecedented situation with the pandemic COVID-19 and used an exploratory case study, and for the research approach, a qualitative case study method was used to obtain information about the constraints and consequences of COVID19 on teaching and Learning activities in primary schools.
Abstract: The purpose of this study was to identify the constraints of the online teaching and learning process at home as a result of the unprecedented situation with the pandemic COVID-19 The study used an exploratory case study, and for the research approach, a qualitative case study method was used to obtain information about the constraints and consequences of the pandemic COVID-19 on teaching and learning activities in primary schools In this study, the respondents were 15 teachers and parents of two primary schools in Tangerang, Indonesia A list of semi-structured interview questions was developed based on the related literature and was used to collect in-depth information from the respondents The findings of this research revealed some challenges and constraints experienced by students, teachers, and parents in online learning The challenges related to students were: limited communication and socializing among students, a higher challenge for students with special education needs, and longer screen time Parents saw the problem was more related to a lack of learning discipline at home, more time spent to assist their children's learning at home-especially for children below Grade 4 in Primary School, a lack of technology skills, and higher internet bills Teachers identified more challenges and constraints, including some restrictions in the choices of teaching methods normally applicable in a regular face-to-face class, less coverage of curriculum content, lack of technology skills that hinder the potential of online learning, the lacks of e-resources in Indonesian language resulting in more time needed to develop e-contents, longer screen time as a result of e-content creating and giving feedback on students' work, more intense and time-consuming communication with parents, the challenge for better coordination with colleague teachers, principals, and a higher internet bill © 2020 SERSC

Journal ArticleDOI
TL;DR: Students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.
Abstract: On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established “face-to-face” learning to online learning in the spring term 2020. The aim of this study was to assess the students’ and lecturers’ perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). 36.8% of students preferred “face-to-face” learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students’ and lecturers’ perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). Within the limitation of this study, students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.

Journal ArticleDOI
26 Jun 2020
TL;DR: In this paper, the authors explore social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic.
Abstract: This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic,This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis The article is structured in four parts First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on Second, there is recognition of the need to be connected more than ever; and the vital role of networks Third, the article discusses the effort to realize the maxim “not to leave anyone behind” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain,There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences,The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil

Journal ArticleDOI
TL;DR: In this paper, the authors explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching).
Abstract: There is a wide range of activity in the higher education sector labelled ‘students as partners’ and ‘co-creation in learning and teaching’. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

Journal ArticleDOI
TL;DR: In this paper, a teacher-student curriculum learning (TSCL) framework is proposed, where the student tries to learn a complex task, and the teacher automatically chooses subtasks from a given set for the student to train on.
Abstract: We propose Teacher–Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task, and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest progress, i.e., where the slope of the learning curve is highest. In addition, the Teacher algorithms address the problem of forgetting by also choosing tasks where the Student’s performance is getting worse. We demonstrate that TSCL matches or surpasses the results of carefully hand-crafted curricula in two tasks: addition of decimal numbers with long short-term memory (LSTM) and navigation in Minecraft. Our automatically ordered curriculum of submazes enabled to solve a Minecraft maze that could not be solved at all when training directly on that maze, and the learning was an order of magnitude faster than a uniform sampling of those submazes.

Journal ArticleDOI
22 Sep 2020
TL;DR: The aim of this narrative review paper is to examine the challenges and opportunities faced by medical schools in implementing remote learning for basic science teaching in response to the COVID-19 crisis.
Abstract: COVID-19 pandemic has disrupted face-to-face teaching in medical schools globally. The use of remote learning as an emergency measure has affected students, faculty, support staff, and administrators. The aim of this narrative review paper is to examine the challenges and opportunities faced by medical schools in implementing remote learning for basic science teaching in response to the COVID-19 crisis. We searched relevant literature in PubMed, Scopus, and Google Scholar using specific keywords, e.g., "COVID-19 pandemic," "preclinical medical education," "online learning," "remote learning," "challenges," and "opportunities." The pandemic has posed several challenges to premedical education (e.g., suspension of face-to-face teaching, lack of cadaveric dissections, and practical/laboratory sessions) but has provided many opportunities as well, such as the incorporation of online learning in the curriculum and upskilling and reskilling in new technologies. To date, many medical schools have successfully transitioned their educational environment to emergency remote teaching and assessments. During COVID-19 crisis, the preclinical phase of medical curricula has successfully introduced the novel culture of "online home learning" using technology-oriented innovations, which may extend to post-COVID era to maintain teaching and learning in medical education. However, the lack of hands-on training in the preclinical years may have serious implications on the training of the current cohort of students, and they may struggle later in the clinical years. The use of emergent technology (e.g., artificial intelligence for adaptive learning, virtual simulation, and telehealth) for education is most likely to be indispensable components of the transformative change and post-COVID medical education.

Journal ArticleDOI
27 Apr 2020
TL;DR: In this article, the authors explored the readiness of the education sector for the fourth industrial revolution (4IR) using the Unified Theory of Acceptance and Use of Technology (UTAUT).
Abstract: Business operations are undergoing drastic changes due to the disruptive effects of technology innovations; however, there is insufficient knowledge regarding the acceptability and consequences of the fourth industrial revolution (4IR) in the education sector. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the readiness of the education sector for 4IR. We adopted face-to-face semi-structured interviews to explore the views of 33 key stakeholders in the education sector, to understand the readiness and acceptability of 4IR in the sector. Findings show that the education sector, especially in Africa, is unprepared for 4IR, although there are indications for opportunities to harness the potential of the much-anticipated 4IR. Moreover, our study demonstrates a mutual symbiotic relationship between the education sector and technology innovations. The findings show that 4IR can facilitate students’ learning experience and transforms the workplace, although there is a need to assess the learning environment, to understand the facilitators and barriers to 4IR diffusion. The findings indicate the opportunity for the education sector to harness the innovations associated with 4IR through research and teaching to enhance learners’ experience; however, this may require a significant improvement in education curricula, as well as investments. The findings contribute to the theory and practice of technology in education and the limited literature on 4IR in the education sector, particularly in Africa.

Journal ArticleDOI
TL;DR: In this article, a review of the current literature on Covid-19 and entrepreneurship education is conducted that highlights the need to incorporate a community approach and enables a better understanding about how communities of educational stakeholders including teachers, students and institutions can facilitate a proactive and positive attitude.
Abstract: Purpose: Covid-19 (coronavirus) has significantly affected education communities particularly in terms of the massive shift towards online learning. This has meant a quick transformation of the curriculum and learning styles to a digital platform. Despite the dramatic change, there is a lack of understanding about what this means particularly for the community of entrepreneurship educators in the higher education sector that rely on practical and immersive training for learning requirements. Design/methodology/approach: This paper is a literature review that discusses how communities of entrepreneurship education practitioners can deal with the Covid-19 pandemic. A review of the current literature on Covid-19 and entrepreneurship education is conducted that highlights the need to incorporate a community approach. This enables a better understanding about how communities of educational stakeholders including teachers, students and institutions can facilitate a more proactive and positive attitude. Findings: The paper finds that managing the Covid-19 crisis is difficult for entrepreneurship educations due to the need for practical and real life examples. This means the use of augmented reality and artificial intelligence is needed to simulate the real environment. This will enable a more community orientated approach to the study and practice of entrepreneurship. Originality/value: This paper is among the first to suggest how this change has taken place and what it means for educational management, thereby providing a unique and timely commentary about how coronavirus has altered in positive and negative ways entrepreneurship education.

Journal ArticleDOI
03 Jun 2020
TL;DR: In this paper, the implications of the continuing crisis to the four elements of curriculum -goal, content, approach, and evaluation -were discussed and some emerging options may be cogently viewed within the perspectives of these elements.
Abstract: All sectors worldwide, including education, have been devastated by the impacts of COVID-19 pandemic. As we approach the new normal in the post-COVID-19 era, there is a need to consider education anew in the light of emerging opportunities and challenges. Thus, this short article attempts to rethink education in the new normal post-COVID-19 era through the perspectives of curriculum studies. The implications of the continuing crisis to the four elements of curriculum - goal, content, approach, and evaluation - are discussed. Some emerging options may be cogently viewed within the perspectives of these elements. Aside from the lens curriculum studies, this paper suggests that other aspects of education should be explored further to better reconsider education in this new era in human history.

Journal ArticleDOI
TL;DR: In this article, a study was conducted in Peter the Great St. Petersburg Polytechnic University to investigate the challenges experienced by university teachers during the COVID-19 pandemic to define their readiness for online education.
Abstract: The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Journal ArticleDOI
TL;DR: The most valuable elements of the designer's perspective and process are seldom taught as mentioned in this paper, and instead, some designers grow beyond their education through their experience working in industry, essentially learning by accident.

Proceedings ArticleDOI
26 Feb 2020
TL;DR: An in-depth qualitative analysis of 115 syllabi from university technology ethics courses is presented, contributing a snapshot of the content and goals of tech ethics classes, and recommendations for how these might be integrated across a computing curriculum.
Abstract: As issues of technology ethics become more pervasive in the media and public discussions, there is increasing interest in what role ethics should play in computing education. Not only are there more standalone ethics classes being offered at universities, but calls for greater integration of ethics across computer science curriculum mean that a growing number of CS instructors may be including ethics as part of their courses. To both describe current trends in computing ethics coursework and to provide guidance for further ethics inclusion in computing, we present an in-depth qualitative analysis of 115 syllabi from university technology ethics courses. Our analysis contributes a snapshot of the content and goals of tech ethics classes, and recommendations for how these might be integrated across a computing curriculum.

Journal ArticleDOI
TL;DR: In this article, the authors describe a qualitative case study where they interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning and found that a key element for supporting students' well-being and success is the faculty members communicating care and incorporating flexibility into their courses.
Abstract: The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses.

Journal ArticleDOI
TL;DR: The challenges being faced by medical faculty members and students in Pakistan while engaging in online medical education during the COVID-19 pandemic are described.
Abstract: The novel coronavirus (COVID-19) pandemic has adversely affected economy, social life, and educational services all around the globe. Medical colleges and universities are facing challenges to provide quality education to their students during this prolonged period of lockdown. Technologically advanced countries have systems in place for e-learning and online medical education. This is not the case with most of the low-income countries like Pakistan. Here, we describe the challenges being faced by medical faculty members and students in Pakistan while engaging in online medical education during the COVID-19 pandemic. These include lack of faculty training and institutional support, internet connectivity issues, maintaining student engagement, online assessments, and problems with understanding the unique dynamics of online education. A collaborative approach involving all stakeholders, intuitional support, use of free online training resources, and out of box thinking can help overcome these challenges. Key Words: Analysis, E-learning, Coronavirus, Developing countries, Solutions.

Proceedings ArticleDOI
01 Jul 2020
TL;DR: By reviewing the trainset in a crossed way, this work is able to distinguish easy examples from difficult ones, and arrange a curriculum for language models, and obtains significant and universal performance improvements on a wide range of NLU tasks.
Abstract: With the great success of pre-trained language models, the pretrain-finetune paradigm now becomes the undoubtedly dominant solution for natural language understanding (NLU) tasks. At the fine-tune stage, target task data is usually introduced in a completely random order and treated equally. However, examples in NLU tasks can vary greatly in difficulty, and similar to human learning procedure, language models can benefit from an easy-to-difficult curriculum. Based on this idea, we propose our Curriculum Learning approach. By reviewing the trainset in a crossed way, we are able to distinguish easy examples from difficult ones, and arrange a curriculum for language models. Without any manual model architecture design or use of external data, our Curriculum Learning approach obtains significant and universal performance improvements on a wide range of NLU tasks.

Journal ArticleDOI
TL;DR: This piece, prepared by both a medical student and a cardiothoracic surgeon with a long career in academic medicine, discusses the recent history of medical education and how it has led to issues now with distance‐based learning due to COVID‐19.
Abstract: With the ongoing coronavirus, journals and the media have extensively covered the impacts on doctors, nurses, physician assistants, and other healthcare workers. However, one group that has rarely been mentioned despite being significantly impacted is medical students and medical education overall. This piece, prepared by both a medical student and a cardiothoracic surgeon with a long career in academic medicine, discusses the recent history of medical education and how it has led to issues now with distance-based learning due to COVID-19. It concludes with a call to action for the medical education system to adapt so it can meet the needs of healthcare learners during COVID-19 and even beyond.