F2F Learning Research Articles

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions.

Background:Undergraduate and doctoral nursing students enrolled in face-to-face (F2F) learning transitioned abruptly to remote learning in March 2020. Few studies have focused on these nursing students' satisfaction with remote learning a year after the unplanned transition.Purpose:Undergraduate and doctoral students' satisfaction with remote and F2F learning regarding course organization and student engagement were examined.Methods:A cross-sectional descriptive study was conducted among 522 nursing students at a research intensive university in the eastern United States. Survey data were analyzed with an analysis of variance to compare students' remote and F2F learning satisfaction within the undergraduate and doctoral programs.Results:Results indicated that nursing students who enrolled in F2F learning preferred F2F to remote learning (P < .001). Differences in satisfaction existed among programs (P = .035) and among undergraduate class levels (P < .001).Conclusion:It is essential to learn why nursing students were dissatisfied with remote learning to improve these types of learning experiences in the future.

Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study.

The Covid‐19 pandemic disrupted medical education, shifting it towards emergency remote delivery. This cross‐sectional study aimed to assess the impact of the pandemic on preclinical medical education and identify predictors of the virtual learning experience and perceived stress. An anonymous survey was delivered electronically to the students of the authors' medical school that attended either histology or pathology. This survey contained two scales, the virtual learning experience (VLE) and the perceived stress scale‐10 (PSS‐10). A total of 173/255 (68%) responded, showing a positive perception towards the remote delivery of both courses. An exploratory factor analysis was performed on the VLE scale items and four new dimensions were formed: “course quality and learning outcomes”, “student motivation”, virtual against F2F learning”, and “virtual laboratory sessions”. The following significant predictors of enhanced VLE, in at least one dimension, were identified: female gender, pathology course, final examination grade >80%, lower perceived stress levels, studying in home country, and holding of another degree before medical school. In addition, the following predictors were significantly associated with higher levels of student perceived stress: female gender, pathology course, studying away from home, and suboptimal internet connection. Notably, the quality of internet connection was significantly associated with the students' final examination performance. Concerning the best mode for future delivery of both courses, most students proposed a blended, rather than an entirely on‐campus or online approach. In conclusion, despite its problems, a high‐quality remote preclinical medical education was possible in the authors' school and offered tremendous opportunities for future improvement.

Online versus face-to-face learning in introductory university physics following COVID-19

The use of technology in higher education science classrooms rose significantly in the advent of the COVID-19 pandemic. In many universities, academic programs including introductory physics classes were taken online. Some institutions adopted online learning but also maintained face-to-face (F2F) laboratories when COVID-19 restrictions began to ease. Here, the effectiveness of the online learning approach in comparison with F2F learning is explored. The percentage difference in performance for students who took the online introductory physics course, Physics for Scientists and Engineers, versus that of students simultaneously taking the same course F2F is reported. This is done both across different sections taught by different instructors, and for the same course taught online versus F2F by the same professor. Furthermore, a short survey was conducted to assess the student learning experience and opinion about online and F2F learning. The results show equal or better overall performance for online learning with 4.2% higher performance when comparing results across different sections taught by different instructors. A similar 6.1% performance improvement was seen when comparing results across different sections taught by the same instructor. In contrast with the performance outcomes, the survey results indicate that about 72% of students prefer F2F compared to online learning. The findings provide a useful reference as many institutions and programs transition back to more standard F2F or hybrid learning modes. The benefits and drawbacks of each mode are discussed in the specific context of student preferences and challenges faced in online learning during COVID-19.

The Impact of E-Learning on University Students’ Learning of Sport Skill Subjects During the Covid-19 Pandemic

The Covid-19 pandemic has significantly altered the education system globally shutting down face-to-face (f2f) learning in order to prevent the spread of the disease. The Malaysian government implemented Movement Control Order (MCO) starting in March 2020 creating a new norm for Malaysian citizens’ working, educational and social environments. Work from Home (WFH) became part of the new norm for most working people with university students having no choice but to continue their education via Open and Distance Learning (ODL). Thus, this study investigates the impact of e-learning among university students studying sport skill subjects during this pandemic. An online survey was distributed to 152 students in their second to seventh semester majoring in Physical and Health Education to (1) investigate the well-being of students during online classes (2) identify the effectiveness of sport skill subjects learned online among the students and (3) study the relationship between online lectures and the effectiveness of learning sport skill subjects. A descriptive research design was used to describe the effects of e-learning among the students. The findings revealed that students did not suffer any psychological distress during online classes but indicated a lack of confidence in their capabilities in executing the skills in real life. No significant correlation was revealed between lecturing online and the effectiveness of learning sport skill subject learned among the students.

How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?

The impact of Covid-19 has had a far reaching effect on higher education institutions. However, few studies report on the relative perceptions of students about face-to-face (F2F) and blended learning (BL) in periods when Covid-19 is/not a consideration. Using a sample of 103/79 undergraduate students, a mixed-method approach is utilized to report qualitative and quantitative evidence regarding student perceptions. The results demonstrate BL is perceived more positively during the Covid-19 pandemic. However, F2F is preferred to BL when Covid is not an issue. F2F learning is perceived more positively to BL because students feel that there are limitations to BL in terms of; interactions with the lecturer; group work; peer engagement; class involvement; and the ability to ask questions about technical information. Moreover, qualitative evidence shows that students perceive F2F to be superior to BL because social elements expected in a F2F environment may not be embedded into netiquette frameworks. From a policymaking standpoint, we encourage embedding social elements into BL to enhance student experience so that student's negative attitudes regarding the transition from F2F delivery to online/BL can be minimized. From a practical standpoint, we provide insights about strategies to embed socials elements into netiquette frameworks.

Online university education is the new normal: but is face-to-face better?

PurposeFollowing the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.Design/methodology/approachA scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.FindingsAlthough previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.Research limitations/implicationsThis study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n= 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.Originality/valueAs a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.

A Case Study of ESL Students’ Remote Speaking Class Learning Experiences in a Canada University During the COVID-19 Pandemic

The COVID-19 pandemic forced a transfer from face-to-face (F2F) learning to remote online learning in universities worldwide. A university in southern Ontario delivered English courses to language learners living globally. This study, adopting a photo-production visual method, explored four English as a second language (ESL) students’ perceptions of this online learning compared to typical F2F learning and investigated activities enabling speaking opportunities and students’ expectations for online learning. The results showed that students perceived minor differences between online learning and F2F learning, including a non-academic English environment, a sense of community, and instant communications. The learning process involved interactive and collaborative discussions and presentations that allow students’ speaking opportunities. The online discussions contributed to students’ confidence but lacked adequate feedback towards students’ speaking skills. Students expected more types of learning activities that contribute to collaborations among peers, a sense of belonging to the online community, and examination orientated English skills.

Investigating the Institutional Blended Learning Adoption Framework in Higher Education

There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obtained by observation, semi-structured interview, and documentation. Based on the result, the institution under investigation still in stage 1 (awareness/exploration stage) of the blended learning adoption stage. By doing the research on the three participants who adopt blended learning, it can be concluded that the institution has not met the requirements for implementing blended learning at higher stages because many aspects have not been fulfilled and need to be improved for future implementation. Therefore, the researchers expect that this research can be a reference regarding aspects that must be fulfilled for better implementation.

Preparation and synchronous participation improve student performance in a blended learning experience

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials.&#x0D; Implications for practice or policy:&#x0D; &#x0D; Instructors will gain insight into aspects of blended active learning that students value.&#x0D; We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.&#x0D;

An Evaluation on Dental Students’ Performance during the First Year of Covid-19 Pandemic

As with other university programs, dental school has been affected during the Covid-19 pandemic due to physical distancing and clinical restriction. Covid-19 pandemic changes the original method of study with the swift shift to online learning, which may affect students’ performance. The objective of this study was to assess the effect of online learning methods on the final examination performance for dental undergraduate students in their clinical years in a public university in Malaysia. One-way analysis of variance (ANOVA) and post-hoc Tukey tests were conducted to compare the effect of learning methods on the mean examination score, by comparing clinical students from the year of 2018 and 2019 face-to-face (f2f) learning method as compared to fully online learning in 2020. The analysis shows that there is a statistically significant difference on final exam performance at p &lt; 0.05 for Year 3 [F (2, 102) = 11.68] and Year 5 [F(2, 95) = 22.32]. Post-hoc Tukey HSD test indicates that the mean examination result for 2019 is significantly different from 2020 and 2018 even though the same learning method was employed for the latter. There was also no statistically significant difference for when the 2020 cohort is compared to the 2018 cohort for both Year 3 and Year 5. There was no statistically significant difference in mean examination score across all cohorts for Year 4 students. Although limited in scope, the conclusion of this study was that, f2f learning method has no significant difference with online learning in terms of final examination performance.

Assessment of blended learning for teaching dental anatomy to dentistry students

Blended learning (BL) combines conventional face to face (F2F) sessions with online educational resources. This method includes the advantages of online course delivery without the omission of conventional F2F interaction. The purpose of the present study was to evaluate students' satisfaction and educational outcomes in a BL course compared to traditionally administered dental anatomy course. A prospective non-randomized study was conducted to compare the outcomes and perception of BL for teaching dental anatomy to dental students. First year dental anatomy students (n=98) were included (48 in the conventional F2F learning and 50 in the BL group). Multiple choice questions were used to assess the achievement of learning outcomes and the Dundee Ready Education Environment Measure (DREEM) to determine the educational environment during the course. There was no significant difference in the pre-test scores of both groups; however the mean post-test score for the BL group (31.5±4.5) was significantly higher than the F2F group (27.2±4.9). The post-test scores were comparable across both genders in the BL group while females secured significantly higher scores than males in the F2F group. The DREEM scores were also significantly higher in the BL group (147.3 ± 15.5) than the F2F group (134.5±15.1) (p<0.002). A similar pattern was observed in DREEM subscales. The BL course is associated with improved students' satisfaction and learner achievement compared to a conventionally administered dental anatomy course. In addition, BL enhanced students' accessibility, self-assessment, and higher level of engagement compared to F2F delivery of the course.

Development of Blended Learning Designs using Moodle to Support Academics of The Curriculum in University of Bengkulu

The aim of this study is to create a high-quality blended learning model using moodle and an ADDIE development step. This research results in a blended learning model based on components and learning model tools, as well as an e-learning moodle guide for lecturers and students. Based on expert validation assessments, the resulting blended learning model is of great quality. This blended learning model can help teachers navigate the complexities of BL, such as the integration process and navigation of essential learning activities and seek to involve, prepare, and support learning that has integrated online learning and F2F learning activities. Blended learning products are also developed to make it easier for lecturers to implement blended learning into the learning process and to make it easier for students to participate in learning activities according to the components of blended learning.

Slack as a virtual undergraduate dermatology community: a pilot study.

SummaryBackgroundDermatology is under‐represented in UK undergraduate curricula, and with a diagnostic and educational toolkit that is heavily centred on face‐to‐face (F2F) clinical examination, dermatology education has been disproportionately affected by the COVID‐19 pandemic. Online channel‐based messaging apps such as Slack offer an opportunity to engage students in remote, multimodal collaborative learning by reproducing a classroom environment in the virtual space.AimTo determine the feasibility, acceptability and proof of concept for an online Slack community in undergraduate dermatology education.MethodsUndergraduate medical students participated in an online classroom for a 6‐week programme encompassing case‐based discussions, seminars and journal clubs. The platform was facilitated by junior doctors (n = 10) and patient educators (n = 6). Students and faculty completed a post‐course evaluation. Students additionally completed a pre‐ and post‐intervention dermatology quiz. Mixed methods analyses included quantitative analyses to explore data trends and qualitative phenomenographic analyses to assimilate key underlying themes.ResultsStudents (n = 65) were enrolled to join the platform. The evaluation was completed by students (n = 52) from UK universities (n = 27). The majority of students (n = 27) interacted with the platform as passive observers (≤ 5 active interactions with the channel), with a small group (n = 4) of ‘super‐users’ (≥ 100 active interactions). The overall quality of the course was described as ‘excellent’ by 96% of participants and 100% of faculty.ConclusionA community‐based online classroom can act as an enjoyable, acceptable and collaborative means of delivering dermatology education to undergraduate medical students. Its ease of use and supportive nature may also facilitate patient involvement. Such advances may provide vital safeguards against the reduction in F2F learning that has accompanied the COVID‐19 pandemic.

The The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19

The spread of COVID-19 presents an opportunity for many educational institutions to implement distance learning and ensure the provision of educational resources and services, secure income and revenues, and contribute to the control and prevention of the coronavirus. This study was conducted to investigate the impact of demographic characteristics on academic performance. Students’ grades and grade point averages (GPA) were collected from the Admission and Registration Unit, Al Ain University in Al Ain, United Arab Emirates. The data were used to measure academic performance in face-to-face (F2F) learning and distance learning (DL) implemented by the university to prevent the spread of COVID-19. Statistical analysis including the Mann-Whitney test, Spearman’s rho test, and a regression test were used to answer research questions and verify hypotheses. Students demonstrated better academic performance in DL than F2F learning. It was found that the number of weak students in F2F learning dropped sharply by more than 11% in DL. Demographic characteristics demonstrated a significant impact on students’ academic performance and predicted at least 7.4% variation in F2F learning and DL. Findings of the study support the model developed by Tinto (1975) which proposed the impact of student’s attributes, experiences, and family backgrounds on academic performance. The findings suggest non-DL institutions should continue offering DL side-by-side with F2F learning programs.

Opening the ‘Black Box’ of Cooperative Learning in Face-to-Face versus Computer-Supported Learning in the Time of COVID-19

This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

INVESTIGATING EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING AMIDST COVID-19 PANDEMIC

COVID-19 pandemic has resulted in the shifting of teaching-learning process from the combination of F2F and online learning to full-online one. This study aims to investigate students’ perspective on the implementation of full-online learning mode in English classroom with a low-tech environment. Employing convenience sampling, 104 university students participated in this study. Survey method was utilized. The findings showed that (1) the respondents have had various level of familiarity using search engine, social media, e-resources and learning apps that enable them to comprehend the learning content; (2) the use of social media, e-resources and learning apps results a different impact on respondents’ perception on learning effectiveness; (3) the respondents are more digitally-literate in using learning application or other online-based platforms and enable to autonomously learn the course materials as well as improve their language skills; (4) support system needs to be increased to engage students in teaching and learning activities; (5) there is a requirement of feedback and consistency in determining course schedule and timeline for task and exam submission. It can be concluded that university students have positive and negative perspective on full-online learning mode. Suggestions are presented in the closure.

Reading in a Time of Crisis

An important part of the work of an introductory philosophy class is learning how to read philosophy. The digital annotation platform Perusall can be useful in both F2F learning environments as well as in virtual learning environments, as it helps students learn how to read philosophy. While the traditional online learning environment relies heavily on the discussion forum to replicate the F2F learning experience, digital annotation is a valuable alternative for promoting student engagement with course material. This paper will describe the platform as well as how to use Perusall to facilitate student participation and close reading of texts.

The First Dive into the Ocean of Non-Face-to-Face Learning

Introduction Students’ self-learning time that takes place outside of the classroom is an unmeasured learning time. In medical education, students’ learning in the presence and the absence of a teacher are ‘Face-to-Face’ (F2F) and ‘Non-Face-to-Face’ (NF2F) learning, respectively. Traditionally, the content of a topic delivered by a teacher in a one-hour lecture is recognized as F2F learning time. However, its mirror NF2F learning time that is students’ self-learning remains unknown. The objective of this study was to reckon the NF2F learning time for pharmacology topics taught by F2F one-hour lecture method. Methods In a cross-over study, following convenience sampling, two cohorts of undergraduate medical students (N=200) were randomly divided into two equal subgroups; group I and group II. For data purposes, novice and expert faculty categorized based on their teaching experience taught two pharmacology topics (Aminoglycosides drugs and Estrogen drugs) by lecture method. Respondents gave their perceived NF2F (self-learning) time on a Five-point Likert scale. The association of teaching experience and NF2F learning time of students was observed by applying the chi-square test. Results For contents delivered in a one-hour lecture, the NF2F learning time by most students was ≥ 3 hours. There was a significant statistical association between students NF2F learning time and teachers’ experience for ‘Aminoglycosides drugs’ [X2, 95% CI: 4.985, 2.062 (1.087, 3.193), p 0.026]. It was noted that the NF2F learning time had no association with gender (P&gt; 0.05). Conclusion Mostly, the required NF2F learning time is more than double the time of F2F time. The implication of this study suggests that the estimation of students’ NF2F learning time may likely be estimated for other topics of pharmacology in a controlled manner.

Redesigning Face-to-face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia

During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne’s Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne’s Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.

Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation

Despite the potential of learning analytics for personalized learning, it is seldom used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study uses learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two dashboards for students and instructors, which enabled students to monitor their FCA process through adaptive feedback and helped the instructor provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for 4 weeks. The dashboards significantly improved the FCA process and outcomes, encouraging students to actively participate in FCA and create high-quality arguments. Students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate the usefulness of learning analytics dashboards in improving collaborative learning through adaptive feedback and support. Suggestions are provided on how to design dashboards for adaptive support in F2F learning contexts using learning analytics.