F2F Instruction Research Articles

Motivational shifts when moving from face-to-face to distance learning

ABSTRACT When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students’ science motivation, their perceptions of their science teachers’ motivational practices, and the relations between them, shifts that were associated with the transition from F2F instruction to DL. We surveyed (n = 137) and interviewed (n = 11) students who learned with the same six science teachers before (F2F instruction) and after (DL) the pandemic began. A significant drop in students’ science motivation was identified when they compared their motivation during F2F instruction to that during DL. Several changes to the students’ perceptions of their science teachers’ motivational practices in the Task, Autonomy/Authority and Time dimensions of TARGETS were identified as possible antecedents to the decline in the students’ science motivation. Recommendations are made regarding motivational practices that may support students’ science motivation, in both F2F and DL environments.

Evolving engineering education: online vs. in-person capstone projects compared (EEE-OIPC)

This study examines the effectiveness of online and face-to-face (F2F) instructional methods in Capstone Senior Design (CSD) projects within Electrical Engineering (EE) and Mechanical Engineering (ME). It explores how each mode influences student success and learning outcomes, addressing the need for adaptable teaching strategies in science, technology, engineering, and mathematics (STEM) education. A comprehensive assessment was conducted, which included project evaluations, advisor feedback, and self-peer reviews. This multifaceted approach aimed to gauge the relative efficacy of online versus F2F modalities in supporting educational outcomes. The findings indicated that both online and F2F modalities achieved parity on several metrics. However, F2F settings significantly enhanced teamwork and collaboration among students. In contrast, online environments excelled in advisor evaluations, suggesting effective mentorship despite less consistent teamwork and project execution. The results emphasize the potential benefits of integrating online and traditional pedagogies to improve educational strategies and student learning experiences. The study highlights the importance of developing online instructional strategies that better mimic the collaborative advantages of F2F instruction. It also underscores the need for a holistic approach to curriculum development to prepare STEM students effectively for future challenges.

Distance learning Revisited: Students’ Preferences and Attitudes in the Post-Pandemic Era

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the Covid-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students’ preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors’ competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students’ participation. Participants’ views and recommendations are given in detail.

Data-driven Decisions of Higher Education Instructors in an Era of a Global Pandemic

The impact of the COVID-19 pandemic on the higher education sector has been overwhelming, with emergency responses that have affected decision-making processes. Yet, our understanding of higher education instructors’ perspectives regarding the process of data-driven decisions, especially in times of emergency, is still limited. We aimed at characterizing the types of data-driven decisions that higher education instructors have made in their courses. This was done while asking the instructors to reflect upon a face-to-face (F2F) course that was suddenly shifted to emergency remote teaching (ERT), due to the COVID-19 pandemic outbreak. Taking a qualitative approach, data were collected via an open-ended online questionnaire distributed among 109 higher education instructors from different countries. The findings suggest that the instructors mentioned a wider range of data sources, and a wider range of data-driven decisions while referring to the ERT mode, compared with their F2F instruction. In F2F teaching, the instructors mostly provided students with real-time educational assistance. In ERT, the instructors mostly adjusted the course requirements, promoted collaboration among students, and offered them social and emotional support.

Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students' Motivation and Teachers' Motivational Practices.

Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students' perceptions of their science teachers' motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students' goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students' mastery orientation towards science in both F2F instruction and DL, teachers' attentiveness to their students' need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students' mastery orientation, engagement, and enjoyment.

The Impact of Distance and Social Isolation on Brain Morphology, Neural Coupling, Social Connectedness, and Immediacy: Implications for Online Learning

Introduction/ObjectiveSince the start of the Covid‐19 pandemic, a consensus has emerged among students and educators that the connectedness inherent in face‐to‐face (F2F) learning is beneficial, and that something is lost with online course delivery. Feelings of isolation and estrangement from faculty and peers are common, and the potential impact on learning and on the development of social skills needed for patient care is of concern to health educators. The goal of our research project was, therefore, to perform a review of the neuroscience and pedagogical literature to assess the current state of knowledge on the impact of isolation and distance on brain morphology, neurophysiology, and learning.MethodologyOur group chose to divide literature search activities into two broad categories and to work in pairs focusing either on the neuroscience or the pedagogical literature. Our approach was loosely based on Arksey and O’Malley, and while not a formal scoping review, did use a methodology that was rapid, broad, and aimed at identifying the different types of existing evidence related to our research question. Using various scientific databases the group performed searches using keywords such as “immediacy,” “face to face,” ”social isolation,” and “brain volume.” After screening by title 431 abstracts were reviewed by the team, and 76 articles were chosen for full‐text review. Please click the following link to see our final reference list: Reference List.ResultsFrom the Neuroscience Literature: Both social isolation and loneliness cause brain atrophy, primarily in the medial temporal region. Gene expression decreases and remains low in the hippocampus during periods of prolonged isolation, reflecting decreased ability to consolidate new long‐term memories. Significantly more neural coupling takes place between partners during F2F than during back to back or computer mediated dialogue, and natural verbal communication, increased eye contact, and observation of non‐verbal facial expressions enhance neural coupling.From the Pedagogical Literature: Interaction, collaboration, and sharing thoughts and feelings F2F all contribute to a sense of community. Students report F2F interactions feel more real, create a feeling of connectedness, and facilitate the formation of relationships. Increased social presence in the classroom can predict actual and perceived cognitive learning. Immediacy that is verbal (e.g. posing questions, discussing personal experience, and informal conversations) and non‐verbal (e.g. hand movements, facial expressions, and eye contact) both increase with F2F interactions. Both actual and perceived cognitive learning increase with immediacy.ConclusionsWith multiple studies showing brain changes with isolation, a student appreciation for immediacy, and the potential impact on cognitive and affective learning of F2F instruction, the evidence presented in this review suggests that caution, and further research, are warranted as educators consider continuation of online course delivery begun during the current pandemic.

The Impact of Transitioning to Emergency Remote Instruction on Perceptions of Preparation, Institutional Support and Teaching Effectiveness

In the Spring term of 2020, nearly 90% of higher education institutions in the United States were forced to transition from primarily face-to-face (F2F) instruction to various modes of remote or online instruction in response to the COVID-19 pandemic. State-funded colleges and universities in Georgia were mandated to do the same in April of 2020, which led to a system-wide hiatus in face-to-face instruction while instructors prepared to return to all-remote teaching. This study examined the effects of this transition to Emergency Remote Instruction (ERI) at six institutions in Georgia, using a survey completed by 910 instructors who made that transition in at least one course in the Spring term of 2020. 65% of the instructors taught remotely or online for the first time after the transition. Instructors reported accessing a variety of institutional, collegial, and internet resources to aid in the transition, leading 53.4% of them to express that they were adequately prepared for ERI. Once classes resumed online, instructors found themselves to be needing much more time for remote instruction than their previous F2F instruction. From a one-word summary description of their experience, instructors reported that it led them to be challenged, stressed, overwhelmed, and exhausted.

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

In the spring of 2020, the University of South Bohemia was one of the innumerable higher education institutions which was obliged to move its instruction online in order to comply with the COVID-19 regulations. This article explores the evaluation of emergency remote teaching (ERT) measures taken by the English department from the perspective of its students. It presents and discusses findings gathered from a questionnaire completed by 99 respondents. The questionnaire centres around four areas of interest: satisfaction with ERT, comparison of face-to-face (F2F) vs. online learning experiences, perceived stress level during ERT, and acquisition of skills. The results show how students responded to the emergency procedures and which factors they considered essential in terms of satisfaction and stress. Furthermore, they reveal thought-provoking insights on aspects such as integrating elements of online teaching into F2F instruction, developing various skills in lockdown, and motivation for learning. Our findings are analysed in terms of aspects and factors which are viewed as efficient or inefficient by students in a time of crisis. Thus, this research may contribute not only to better preparedness should circumstances requiring ERT return, but also to a more complex re-evaluation of instructional approach at university level.

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.

A blended learning model with IoT-based technology: effectively used when the COVID-19 pandemic?

This qualitative research has the purpose to analyze and synthesize a model of Blended Learning (BL) with IoT-based technology. Data sources are related literature, textbooks, research, articles, and websites. The author used analysis and synthesis tables with the content analysis method. IoT-based technology was considered to refer to all heterogeneous objects and devices through any networks, and BL is the educational approach to combine F2F instruction with ICT instruction. Many devices and “things” in IoT-based technology were added in class to create and improve a smart learning environment for the learning goals. This study divided BL into 4 characteristics; F2F, Self-paced, Tele-D, and Ubiquitous, which were further categorized into 3 typical cases of learning environments, Digital, Embedded, and Side-by-side cases. A framework of this model has 2 roles of user interfaces (teacher and student) which link 6 modules and a set of databases and 2 types of contexts (classroom and personal).

Planned online language education versus crisis‐prompted online language teaching: Lessons for the future

AbstractOnline (language) teaching has been found to be as effective as face‐to‐face (F2F) learning (Moneypenny & Aldrich 2016, J. Educators Online, 13, 105–174; Goertler & Gacs, 2018, Die Unterrichtspraxis/Teaching German, 51, 156–174). Online language teaching has different affordances and challenges than F2F teaching, which can be taken into consideration when online language education is carefully planned using a backwards design iterative process (e.g., Meskill & Anthony, 2015, Teaching language online). In early 2020, many institutions rapidly transitioned away from F2F instruction due to the global pandemic. While this was at times referred to as online teaching, it in fact is not planned online teaching but rather crisis‐prompted remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020, Educause Review, 27 March). Given the circumstances and the timeframes for crisis online teaching, quality expectations must be lowered especially in regards to testing security, technological sophistication, accessibility, copyright, and learning outcomes. This article presents a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts.

BEST ONLINE INSTRUCTIONAL PRACTICES: REPORT OF PHASE I OF AN ONGOING STUDY

This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction. The book Effectiveness and Efficiency in Higher Education for Adults summarizes some 20 years of research on best practices in F2F instruction. The bases of comparison are principles from the KS&G material and from Chickering and Gamson’s “seven principles for good practice in undergraduate education”. A reason for making these comparisons is that the rapid growth of online instruction promises that online instruction may become the largest source of ongoing higher education. Not surprisingly, interest in assessing the quality of online offerings has also grown. The question is increasingly raised: Are postsecondary institutions effectively “doing their old job in a new way?”. One way to answer that question is to analyze the online instructional practices of faculty with the aid of research on patterns of instruction, face-to-face and online. This paper is abbreviated from a February 14, 2002 report by Marisa Collett, Morris Keeton and Vivian Shayne of the Institute for Research and Assessment in Higher Education for the Office of Distance Education and Lifelong Learning at the University of Maryland University College.

The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis.

Purpose:To explore knowledge and skill acquisition outcomes related to learning physical examination (PE) through computer-assisted instruction (CAI) compared with a face-to-face (F2F) approach.Method:A systematic literature review and meta-analysis published between January 2001 and December 2016 was conducted. Databases searched included Medline, Cochrane, CINAHL, ERIC, Ebsco, Scopus, and Web of Science. Studies were synthesized by study design, intervention, and outcomes. Statistical analyses included DerSimonian-Laird random-effects model.Results:In total, 7 studies were included in the review, and 5 in the meta-analysis. There were no statistically significant differences for knowledge (mean difference [MD] = 5.39, 95% confidence interval [CI]: −2.05 to 12.84) or skill acquisition (MD = 0.35, 95% CI: −5.30 to 6.01).Conclusions:The evidence does not suggest a strong consistent preference for either CAI or F2F instruction to teach students/trainees PE. Further research is needed to identify conditions which examine knowledge and skill acquisition outcomes that favor one mode of instruction over the other.

Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

The impact of mode of instructional delivery on second language teacher self-efficacy

AbstractResearch has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for example, involving second language (L2) teacher candidates has demonstrated that aspiring teachers who completed online methodology instruction were less confident in their abilities to teach L2 learners than their counterparts who completed the same instruction in a face-to-face (F2F) setting. To address the limitations of online instruction, while still incorporating its associated strengths, the development and implementation of hybridized methodology coursework have been proposed. Following this recommendation, the researchers developed and implemented hybridized L2 methodology courses that mirrored their pre-existing online and F2F equivalents. Using a mixed methodology, the researchers then conducted a three-way comparison of instructional delivery modes (online, F2F, hybrid) to investigate their impact on L2 teacher candidate self-efficacy. Although the results demonstrated that all three modes of instruction can be equally effective at increasing candidate confidence, they also highlighted the potential of hybridized instruction to address the limitations of online and F2F instruction, while still including their strengths. The findings also emphasized that simply viewing or participating in live demonstrations of teaching strategies in post-secondary methodology courses is not sufficient. To feel confident in their teaching abilities, teacher candidates need opportunities in their coursework to apply what they have learned in K-12 classrooms. Offering numerous research-based suggestions to improve the design of hybridized methodology courses, the study also serves to inform the development of future hybridized methodology coursework.

Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates’ instructional practices.

Learning retention in online versus F2F instruction

This research explores the long-term effect of online learning by evaluating learning achievement in a subsequent, related course. A prior study indicated online learning was inferior to face-to-face learning. This study expands that research by following the same students, both online and face-to-face, from the prerequisite class through a subsequent course. The results indicate that if online instruction is inferior to face-to-face in learning complex content, reduced learning achievement does not have an adverse effect on learning achievement in a related, subsequent course. The results of this research are an important step towards understanding the long-term impact of online learning.

E‐learning at Sultan Qaboos University: status and future Ali Sharaf Al Musawi and Ahmed Yousif Abdelraheem

Describes issues emerging from research conducted on e-learning in higher education in Oman. E-learning at Sultan Qaboos University (SQU); Positive points regarding e-learning instruction; Research on information technology in teaching at SQU.