Face Classroom Research Articles

Optical Communication Engineering Simulation Laboratory for Effective Undergraduate Education during Era of Covid19

Corona virus pandemic COVID19 has greatly affected the education sector. All academics institutes have to shut off face to face classroom teaching and learning. Engineering education, where there is a need to understand more of the practical concepts using costly hardware is greatly affected. One such engineering course, which involves this type of hardware, it requires practical understanding, is optical communication engineering. This paper describes how effectively this course will be taught from home using simulation tool. OPTSIM 5.0TM simulation tool is used to simulate all basic and advanced optical systems. Various optical systems and experiments such as Optical receiver, Optical Transmitter, Optical fiber amplifiers, Optical MUX, Optical De-MUX etc. can be designed for various fiber parameters and performance is measured using BER analyzer, Eye diagram analyzer, Optical Monitor, spectrum analyzer etc. This paper also describes how effectively the benefits of optical system and its performance using OPTSIM 5.0TM software will be taught in the virtual environment of teaching and learning.

Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy

ABSTRACT Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

The Internalization of Immersive Virtual Teaching Approach in Management Ethics and Corporate Governance Course at Sultan Idris Education University: A Panacea to Teaching and Learning Issues during COVID-19 Pandemic

Our study examines the impact of immersive virtual teaching style on student’s performance in Management Ethics and Corporate Governance course at Sultan Idris Education University, Malaysia. We perform learning activities in Management Ethics and Corporate Governance course using (1) Interactive Teaching Video (2) Edutainment Video (3) Massive Open Online Course & Facebook Group (4) Kahoot, as well as (5) Outside learning activities. We acknowledge that an issues on student’s engagement and performance are always become the center of attraction for many practitioners of e-learning, especially during COVID-19 pandemic where school and universities need to be closed and e-learning is taking over all of the traditional face to face classroom method. We therefore, intend to compare the performance of students that have been taught using (i) traditional approach of “chalk and talk” in Management Ethics and Corporate Governance course and (ii) Immersive Virtual Teaching approach where blended learning is widely executed in delivering and conveying the knowledge to the students. Our sample comprises of 71 students in Semester A171 and 134 Students in Semester A172, where in Semester A171 sample, students were exposed with traditional “chalk & talk” teaching approach, while in the Semester A172, an Immersive Virtual learning approach has been employed. Our result exhibit that the student’s performance in Semester A172 is significantly higher in the various assessment evaluation that had been conducted when compared to the performance of the students in Semester A171. We also document that the utilization of Immersive Virtual Teaching approach increases student’s engagement, improve student’s motivation and boost up student’s excitement to learn more about the course.

A Study on the Advantages and Disadvantages of the Online Teaching Program Conducted in the Department of Anatomy, AIIMS, Raipur – Students' Perspective

Background: Medical education in India always relied on the traditional classroom method of teaching. The current COVID pandemic brought a situation where online classes have taken precedence over the traditional classroom teaching. Here we attempt to see from the students' perspective whether online classes can replace the traditional classroom teaching. Aims and objectives: We aimed to study the advantages and disadvantages of online learning. Materials and methods: Online live streamed classes using Free Conference Call app were held in the Department of Anatomy, AIIMS Raipur. Live streaming, pre-recorded lecture videos were supplemented by cadaveric dissection videos, assignments etc posted in Google Classroom. Feedback regarding the online classes were obtained from first year undergraduate medical students using Google Forms. Results: A total of 72 students responded to the survey. 57 students used mobile phones to access the classes. 10 students preferred the online classes with chalk and board lecture, 23 students preferred lecture with PowerPoint presentation while the rest preferred online classes with chalk and board lecture followed by PowerPoint presentation. Out of the total (n=72) respondents, majority of them experienced technical issues which hampered their online learning experience. Owing to this reason, 43 students showed preference for pre-recorded videos over online live classes. 41.7% of the students opined that online classes should be included as a part of MBBS anatomy curriculum. Conclusion: Online learning in the form of live classes and recorded videos can be included as a part of routine Anatomy curriculum but it can never be a substitute for interactive face to face classroom learning and practical session.

Traditional to screen classrooms - Revolution in education

Technology has impacted and evolved every aspect of life today but education has been the same for many years. The teachers lecture from the podium placed in the front of the class and students sitting in rows. The corona pandemic has introduced technology in the education system. The classrooms have shifted to online platforms. The platforms like zoom, Google hangouts, Cisco Web Ex, Go To Meeting have evolved the education system and led a shift in pedagogical medium. The academic institutions are rethinking how they want to deliver the courses in future. Due to the pandemic, it is the need to take the classroom online but can this form of classroom replace traditional classrooms is still a question. It is necessary to consider students’ perspectives regarding their experience in the online classroom. The research paper focuses on the pros and cons of face to screen classroom from school students point of view and tries to find out if face to screen learning permanently replaces traditional classrooms. The following study contrasts the efficiency of face to screen classroom relative to face to face classroom, it analyses the students of different age groups their experiences of taking online classes during the pandemic and how it has affected them, what will they prefer if they get an opportunity to choose between traditional classroom and face to screen classroom. The aim is to get a better understanding of the effects of online classes on students. Based on the analysis we will find that online classes have more negative impacts than positive ones.

Disposition and Challenges of Alternative to Physical Classroom Teaching and Learning in a Pandemic; an Appraisal of Biochemistry Students COVID-19 Learning with WhatsApp

The objective of the study was to assess the disposition and challenges of students towards teaching and learning of biochemistry through WhatsApp.
 Materials and Methods. The study was a cross-sectional survey which had 200 level (Second Year) and 400 level (Fourth Year) students of biochemistry as respondents. Data collection was done using a self-developed questionnaire administered through the WhatsApp group created for learning and collected through a designated e-mail address. Data analysis was carried out using the mean and standard deviation setting a mean score of 2.5 as a benchmark for accepting or rejecting statements made in the questionnaire.
 Results. The study revealed that students had a level of openness to using online teaching resources for biochemistry; they do not believe that the use of WhatsApp for teaching and learning of biochemistry as a means of alternative to face to face classroom interaction will be effective in imparting the right knowledge in biochemistry. Several challenges identified are linked to not just money but is hinged around the curriculum structure of the biochemistry programme.
 Conclusion. It is concluded that WhatsApp represents a potential means of instruction but may be hampered by challenges hinged on the curriculum structure of biochemistry.

The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

ICT IN DISTANCE LEARNING: TEACHERS’ ATTITUDES AND PROBLEMS

In 2020, conducting education in distance is obligatory since the education must continue while the world is still fighting with the coronavirus disease and one of the ways of teaching in distance learning is using ICT. While several studies have investigated teachers’ attitudes of using ICT in face to face classrooms, few studies investigate teachers’ attitudes of using ICT in distance learning. This study examines 52 teachers’ attitudes and problems in using ICT in EFL distance learning in a language development center. The questionnaires are delivered and the interview is conducted to collect the data that disclose the teachers’ attitudes and problems of using ICT in distance learning. After analyzing the data, the findings in this study indicate that the teachers have positive attitudes toward the use of ICT in distance learning. The problems that occur when using ICT in distance learning are further discussed and possible suggestions are presented.

Acceptanceof Cloud Deployed Blended Learning Environment by Students inHigher Education Sector-A Literature Review

In India, the education sector has been always attentive to adopt innovations and techniques in the teaching-learning process due to various challenges. But nowadays, academic institutions are becoming flexible in accepting the new teaching and learning techniques to satisfy the student sector which as cited as the most vital entity in the educational sector. New technologies, tools, and techniques are proving as a boom for innovative teaching and learning practices. One of the emerging teaching technique is Blended learning which is a process refers to “mixing of the different learning environment for educational transfer”. It combines the traditional face to face classroom method with online learning method supported by advanced technology and tools. Blended learning should be viewed not only as a temporal construct but also as a fundamental redesign model. Through this content, delivery becomes digital and online. Truly blended learning requires teachers should adopt the approach as guides and mentors and learning should go beyond the classroom walls. Blended learning is also known as Hybrid learning. Although, Indian Government is taking initiatives to implement a blending learning approach yet there is a need to access the behavioral aspect of the students to use this blending learning approach. Adopting a blended learning approach must start with a re-examination of the intended learning outcomes.The deployment of cloud in the blended learning process makes its existence more strong. This study is the review of literature selected to identify the need for blended learning deploy with cloud in the teaching-learning process in the Higher Education Sector.

Chaos: exploring an engaging online model for rapid application during the pandemic.

This paper is in response to the article entitled “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it” (Lee and Hannafin 2016). The authors propose a framework that could assist teachers in their transition from face to face classroom settings to a completely digital, student-centered, learning format. The article provides an outline and questions that can be applied to current teaching methodologies but will require ongoing teacher training. The difficulty in applying this outline is a possible lack of understanding of student-centered learning techniques, lack of time to train teachers and, possibly, teacher apathy towards online education. This article provides an adaptable framework schools can use immediately, and the effectiveness of its application should be studied.

A Study on Student's Perception towards Online Classes and Effectiveness in Enhancing Active Participation and Communication Skills

Online classes are now in demand, which fit the needs of today's 21st-century skills. The integration of technology in teaching and learning implemented as such is leading from face to face classroom learning to online learning. Educators contribute in making sure the content is fully interactive and useful for the process of learning. Various tools are embedded to facilitate the teaching and learning process and to venture students towards the world of virtual learning. This study aimed to examine students' perceptions of the English for Professional Communication online classes and how it enhances the participation and communication skills of students. This study conducted in a private higher education institution based in Kuala Lumpur and the participants were (N=50). Data were analyzed using SPSS. This study uses quantitative analysis where participants needed to answer a set of questionnaires. Findings are shown in the form of frequency and percentages based on responses to each variable. The result shows that students show active participation and agreed that online learning does enhance communication skills. Besides, creativity was found to be an added value for students to take up online classes. Some suggestion has been made through its findings.

IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY

Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning are also provided.

MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

A comparative evaluation of students' insight of face to face classroom lectures and virtual online lectures

Background: Online virtual lectures have the advantages of mass communication from any location and can be recorded and repeated as long as computers and internet access are available. The medical students here had never been offered online virtual lectures until now. Taking the advantages of online virtual teaching and the need of the hour, the present study was conducted with the following aims and objectives. Aims and Objectives: To study, evaluate and compare the effectiveness and satisfaction of students in two modalities of teaching-learning (T-L) technique – (1) face to face classroom lectures versus (2) virtual online lectures. Material and Methods: The present observational study was conducted in 93 undergraduate medical students of the second year. A series of 10 face to face classroom lectures and then a series of 10 virtual online lectures were conducted on different topics of forensic medicine and toxicology at a frequency of 1 lecture/week. A well-designed and -structured questionnaire was forwarded to the students through “Google form.” The students could fill in the form and submit only if willing. The statistical analysis of the descriptive variables was expressed as mean ± SD and percentage separately. The comparison of the variables for both modalities of T-L technique was done by unpaired - t test. Results: The attendance of the students was highly significantly increased in online virtual lectures as compared to face to face classroom lectures. The impact of online virtual lectures on knowledge, the connectivity with the teacher, attentiveness, and satisfaction grades as experienced by students and rated on a 5 point Likert scale was statistically significantly low as compared to face to face classroom lectures. The online virtual lectures were experienced as significantly more monotonous as compared to face to face classroom lectures. Conclusion: After so many years of pedagogical nature of medical education, the students will require time to adapt to the self-directed learning protocol. It is the role of the educator to keep the students motivated and use multimedia and social media to make the online virtual lectures more interesting, informative, interactive, and hence more effective.

Towards ‘New Normal’ Teaching-Learning for Quality Education: Media-Mediated Instruction Option

The wave of changes pervading the global community presently has called for proactive measures in virtually all aspects of human endeavours to meet the exigencies of change and challenges coded new normal. Education and instructional delivery should therefore be global best practices compliant to give a country relevance among nations. Doing this successfully requires stakeholders in education to meet with the exigencies of the time. Since teachers are the drivers of the nation’s education programmes, they should be prepared to go beyond the traditional face-to- face (F2F) classroom setting. This requires being exposed to the rapid development in Information Communication Technology (ICT) and being able to cope with the challenges of the new normal in teaching. This is encapsulated in the media-mediated instruction that allows for the use of advances in various communication technologies in achieving educational goals which is the major reason of this study. This research therefore examines how, within the new normal, teachers can conduct effective teaching and learning, improve the quality of education, and the way forward for effective teaching and learning in the Arts and Humanities using media-mediated instructional tools.

Promoting prospective teachers’ conceptual knowledge through web-based blended learning

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.

Lost in Translation? Critical Pedagogy in the Online Classroom

Critical pedagogies provide the tools for students and instructors to challenge the institutions and assumptions inherent in nonprofit education and practice that perpetuate the wicked problems of public service. Because of the high demand for online courses in nonprofit education, elements that have made critical pedagogy effective must find their place in the delivery of online education. We conducted a deep dive into the scholarship of nonprofit education to operationalize critical pedagogy. The discipline of nonprofit education possesses the tools of critical pedagogy in the faceto- face classroom but little evidence of online techniques. We synthesized pedagogical practice to incorporate critical pedagogy in the online nonprofit classroom. We provide a teaching schema rooted in critical pedagogy. Subscribe to JNEL

Managing to Teach Ambitiously in the First Year?

Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs’ management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierarchical model that positions classroom management as foundational to BTs’ subject-matter instruction, (2) the potential of a polymotivated model of ambitious instruction for supporting BTs’ development, and (3) the role of race in mediating this development. Implications for research and for efforts to support ambitious teaching among elementary BTs are explored.

PROGRESSIVE CARE OF AN AGING WOMAN: INTERACTIVE VIDEO SIMULATION CASES SPANNING 15 YEARS

As a means of enhancing experiential educational opportunities for adult-gerontology nurse practitioner students who are prepared to manage the complex care of older adults, interactive simulation videos were developed using the eLearning authoring tool H5P to create learning experiences for students that can be used either in face to face classroom experiences or embedded in learning management systems. H5P is a web-based authoring tool that helps faculty build interactive course content. H5P activities provide instant feedback to students, allowing them to self-assess their understanding of the dynamic video simulation case. With funding through the Health Resources and Service Administration Advanced Nursing Education Workforce grant, four video simulation cases were developed that address emerging chronic care conditions in an older women who aged 15 years presenting initially with signs of hypothyroidism, progressed to early frailty, through moderate dementia and eventually along with her daughter face end of life health care issues. Partnering with the university instructional design experts, nurse practitioner faculty created questions that were inserted throughout the video as a means of keeping students engaged in problem-solving and decision making. A faculty handbook that described the case scenario with the interactive questions with suggested discussion questions was developed for each video simulation. The adult-gerontology primary care nurse practitioner competencies addressed in each case are identified in the handbook. Recommendations for the interactive question format will be presented and QR codes with access to direct viewing of the videos will be presented on the poster.

Using MOODLE as Blended Learning For Assessment in Writing Class

This research aims to expose about how blended learning transforms into writing class as an assessment. With the changing of technology, the conventional classroom also converts into online class. The students mostly interest on using technology like Moodle , to improve their writing essay. Technically, the teacher also improves in giving materials through online since the face – to – face classroom already giving limitation on the time. By using Moodle, the teacher enables assess the students’ writing through forum, commentator shown between students as peer assessment, teacher’s review, revised the draft, and re-upload the draft.