In-class Education Research Articles

IMPACT OF COVID-19 ON MEDIA AND EDUCATION SYSTEM

The COVID-19 pandemic, lockdown, and self-isolation have changed many things around the world and the same is found happening in Russia and Uzbekistan too. The article examines the impact of COVID-19 on society with an emphasis on the education sector and media of both countries. The study argues that COVID-19 disrupted the education system in schools, colleges, and universities, and the educational institutions were closed in an attempt to contain the spread of the virus. Schools were forced to replace the compulsory face-to-face in-class education with online learning and home schooling helped by both teachers and parents. The study reveals that students and teachers adapted to the online education system and were obliged to follow distance learning. However, there have been challenges adjusting to these changes for students, teachers, and parents. Also, the pressure on the medical infrastructure increased considerably. The health sector was finding it difficult to manage both professionals and the administrative aspects of handling the overall load on the medical system. Conceivably, the initial reluctance of the administration to recognize the possible enormity of the threat is probably responsible for their medical system’s failure in some parts of Russia and Uzbekistan during the pandemic. Owing to the massive influx of patients, and the inadequacies of social support, the situation deteriorated and healthcare sectors were found to be increasingly overwhelmed. The COVID-19 pandemic has taught both nations that access to healthcare and medication is of utmost importance for the survival of the state itself. The COVID-19 pandemic taught that there is a necessity to change the lifestyle and the overall teaching and learning process and upgrade the technology.

The blended learning, an educational tool for students in the academic places: A descriptive study

The use of blended learning, a style of education that combines conventional classroom teaching with online learning, is one way in which it is feasible to deliver a course and build a favorable learning environment effectively. A descriptive method by reviewing and critical evaluation of the previously published articles has been used to conduct this research on Blended learning, which combines the conventional in-class education students are used to with the resources they may access online in order to accelerate the learning process and increase students' chances of academic achievement. Aim: This article aims to study the potential benefits of blended learning for students in helping them achieve their academic goals. Many other elements may be considered when creating a practical blended course. When technology is used in the classroom, students have the opportunity to benefit from having quick access to a wide variety of resources, flexibility, effective pedagogy, learner autonomy, an enjoyable atmosphere for learning, involvement with the course materials, immediate feedback, self-evaluation, and additional time to interact with teachers and other students. Overall, adaptable and accessible blended learning is a successful teaching method. The students' motivation and success in the course may also be increased.

Effect of school-based HPV vaccine campaigns on inequalities in uptake in France: the PrevHPV trial

Abstract Background HPV vaccination is recommended in France for all adolescents aged 11-14. Coverage has increased over recent years but remains below 50% by age 15, with social disparities by area deprivation level, parental education and income. We analysed the effect of school-wide campaigns on adolescent vaccine uptake and related disparities. Methods PrevHPV is a controlled cluster-randomised trial to assess the effectiveness and efficiency of a multi-component intervention targeting middle schools and general practitioners. Sixty-one French middle schools were randomised in a partial factorial design to one of six intervention arms, some of which included school-based vaccine campaigns combined with in-class education and motivation. We assessed HPV vaccine status using online questionnaires that were administered in class to pupils (aged 13-15 years) at baseline and after 5 months. Using linear regression, we explored the decomposed effect of campaigns on vaccine uptake and interactions of the effect with sociodemographic variables. Results In total, 2639 adolescents provided complete vaccination data on both questionnaires, with a ≥ 1-dose coverage of 24% at baseline. Among previously unvaccinated pupils (N = 2017), 21% (7%) of girls (boys) in the control group reported receipt of first vaccine dose during the follow-up period, compared to 49% (33%) in arms with vaccine campaigns. Adjusting for baseline vaccine intention, vaccine campaigns increased the 5-month probability of a first dose by 25 (95% confidence interval: 19-31) percentage points compared to the control group. The effect of vaccine campaigns on student-reported vaccine uptake did not substantially vary by school area deprivation level, parental education level, or family multilingualism (compared to French monolingual family). Conclusions School-based campaigns substantially increased vaccine coverage among all adolescents within a short time period. Yet, underlying disparities in HPV vaccination were unchanged. Key messages • School-based vaccine campaigns can quickly increase HPV vaccine uptake among adolescents. • Vaccination campaigns need tailored implementation strategies to eventually reduce social disparities in HPV vaccination.

Athlete and coach’s perspectives on sports nutritionists’ role in enhancing sports performance in Indonesia Sports Training Centers

The role of a nutritionist as a sportsman was a legal mandate listed on Law No. 3 of 2005 in Article 63 concerning the National Sports System, stated that nutritionists are one of the sports personnel. However, the implementation of the nutritionist's role in the athlete training center was still lacking. The importance of nutritionist existence ought to be assessed to explore the perception of athletes and coaches. Qualitative approach was used to analyze focus group discussions on 15 athletes and 10 coaches located in 3 cities in Indonesia (Jakarta, Yogyakarta, Malang). Results, the acceptance of the food in the training center are satisfactory even though some still eat out. More knowledge concerning nutrition, performance, and posture are obtained from in-class education, brochure, personal counselling, and small talk by the presence of nutritionists. Conclusion, athletes and coaches perceive that nutritionists are urgently necessary for optimum nutrition support to enhance sports performance.

Lightweight Cloud-Based Solution for Digital Education and Assessment

ABSTRACT With a shift from the regular in-class education to e-learning-based education, there is a need to have the right platform to conduct assessments and courses in a more effective and user-friendly manner which includes robust monitoring, capability of doubt clearing, easy sharing of reference materials and more. There is a need for a highly customizable lab which supports all languages and is very lightweight. Our solution focuses on the creation of a robust, lightweight lab that provides a plug-and-play model for on-demand compilation capabilities. This virtual lab is hosted on the in-house blade servers and virtualized using metal-as-a-service (maas) along with juju controller. Kubernetes is used for on-demand compilation support as well as serves as the load balancer for the servers. The lab is specific to Computer Science-related courses and aims to impact the students present in the low bandwidth and rural areas. Moreover, the proposed methodology enhances the capabilities of the institutions to utilize their resources to the fullest with the help of virtualization through maas, juju and open-stack and orchestration through Kubernetes.

Design and evaluation of a sustainable blended study programme in higher education

IntroductionBlended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon emissions of students commuting to campus. In this study, pedagogical design principles for sustainable blended learning and teaching are developed and evaluated taking into account these opportunities.MethodsA prototype for a sustainable blended study program at a University of Applied Sciences was developed and evaluated using a form of Educational Design Research.ResultsThe design stage, carried out by a team of eight lecturers, resulted in a design based on six pedagogical design principles. This design also included an effort to reduce student travel by limiting on-campus education to two days a week. The results show the effects of students’ increased online learning skills and diminished travel movements on their satisfaction with the blended learning design, and their travel behaviour, which can lead towards an attitude change regarding commute and online learning. The lecturers’ observations and experiences, depending on their personal preferences, contradicted (self-regulation skills) as well as confirmed (online learning experiences) the students’ evaluations.DiscussionThe developed design principles are important to support a new balance between virtual and physical spaces, learning activities, moments in time and sustainability.

Do entrepreneurship challenges raise student’s entrepreneurial competencies and intention?

Motivated by the question on what content and which pedagogical methodologies are effective in teaching entrepreneurship, this research tested whether entrepreneurial intention and entrepreneurial competencies changed after undergraduates attended an entrepreneurship challenge (ECH) experience. This pedagogical experience was carefully designed as a 5-week in-class education and a 1-week boot camp-type intensive activity. The research design was an empirical, survey-based pre- and post-study on a sample of 525 freshmen. Results showed an increase in entrepreneurial intention and in the entrepreneurial competencies measured (opportunity identification, evaluation and exploitation, and resources procurement). This research contributes to entrepreneurship education through the design and measurement of an effective program based on a previous framework for entrepreneurship courses and aligned with the education-through-entrepreneurship approach.

A Pilot Program to Educate High-School Students Regarding Vascular Disease: The Western New York Model

Public education and awareness are critical to addressing issues related to vascular health and disease. However, to date, little work has been done at the community level with regard to outreach to at-risk populations and to address these knowledge gaps. We describe an intervention to educate high-school students regarding vascular disease with aims to improve community knowledge and to also promote further inquiry into the field of vascular surgery. An educational initiative was commenced in three public high schools. A team of vascular surgeons, vascular residents/fellows, medical students, and vascular lab technicians provided in-class education sessions for the length of a class period (approximately 50 minutes). During each session, there was an interactive presentation on risk factors, presentation, and treatment of peripheral arterial disease, stroke, and abdominal aortic aneurysms. This was followed by hands-on stations where students were introduced to endovascular tools and 3D-printed aortic models, as well as a station where students performed ultrasound examinations of their own carotid arteries and abdominal aortas, and ankle brachial indexes were performed. Before and after each session, substantive quizzes regarding vascular disease were administered, and results of the quizzes were tracked. A total of 155 students completed pre-educational session quizzes, and 132 students completed postsession quizzes (Table). Five questions were included on the pre- and postsession quizzes: peripheral arterial disease risk factors (question 1), smoking-related risks (question 2), abdominal aortic aneurysm symptoms (question 3), stroke symptoms (question 4), and smoking pathophysiology (question 5). An improvement was seen in the aggregate number of correct responses for each question (Table). There was also an increase in the total number of students who scored four correct: 7 (4.5%) presession to 20 (15.2%) postsession, and those who scored five correct: 0 (0%) presession to 11 (8.3%) postsession. Targeted programs aimed at high-school students by vascular surgeons, trainees, and staff can provide a sustainable model for public education and awareness of vascular disease that increases knowledge and may also spur interest in vascular surgery. Further work is needed to determine if these interventions can increase knowledge not only in students in the community at large but also in populations at risk surrounding these schools.TablePre- and posteducational session quiz resultsPresession correct responses, No. (%)Postsession correct responses, No. (%)Question 1: risk for developing PAD106 (68.4)101 (76.5)Question2: smoking-related risks59 (38.1)59 (44.7)Question3: most common AAA symptom12 (7.7)45 (34.1)Question 4: signs of stroke33 (21.3)44 (33.3)Question 5: smoking pathophysiology75 (48.4)75 (56.8)Total N = 155Total N = 132Total no. of correct responses 018 (11.6)9 (6.8) 144 (28.4)31 (23.5) 248 (31.0)32 (24.2) 338 (24.5)29 (22.0) 47 (4.5)20 (15.2) 50 (0)11 (8.3)AAA, Abdominal aortic aneurysm; PAD, peripheral arterial disease. Open table in a new tab

The impact of drama education and in-class education on nursing students' attitudes toward violence against women: A randomized controlled study

BackgroundNurses are the first to intervene in women who were subjected to violence. It is necessary to prepare prospective nurses for this difficult situation in order to enable them to provide quality health services to the victims. Nursing education is of critical importance in gaining nursing students sufficient competencies that they can utilize in intervening in such cases. ObjectivesThis study aims to determine the impact of creative drama education and in-class education on nursing students' attitudes toward violence against women. DesignThis study has a pre-test post-test parallel group randomized controlled design. SettingThis study was carried out at a nursing school in Turkey. ParticipantsSeventy-eight (n = 78) fourth-year undergraduate nursing science students. MethodIn the collection of data, personal information form and İSKEBE Violence Against Women Attitude Scale were used. Data were analyzed using descriptive statistics, Wilcoxon Signed Rank test, and Mann-Whitney U test. ResultsA statistically significant difference was found between the pre-test and post-test scores (Z = −4.911, p = 0.0001) of the experimental group (Z = −5054, p = 0.0001) and the control group. No significant correlation was found between the post-test scores of the experimental and control groups (Effect size = 0.06, Z = −0.525, p = 0.600). ConclusionIt was found that in-class teaching and creative drama were effective in changing the attitude toward violence against women. However, neither method was found to be superior to the other.

Effectiveness of an "online + in-person" hybrid model for an undergraduate molecular biology lab during COVID-19.

The COVID-19 outbreak has created turbulence and uncertainty into multiple aspects of life in countries around the world. In China, the pandemic continues to pose a great challenge to the nature of traditional in-class education in schools. Chinese education has faced the difficult decision of whether to resume in-person teaching in an unprecedented and time-pressured manner. To ensure the quality of teaching and learning during this time, this study aims to explore the effectiveness of an "online + in-person" hybrid teaching model with a new three-part approach to the hybrid teaching lab, where students prepare for the in-person lab using virtual simulated experiments and learning modules and debrief their learning afterwards online aswell. This approach not only enhances the efficiency during the in-person lab but also strongly reinforces concepts and laboratory skills by providing a "practice run" before physically attending the lab.A total of 400 medical undergraduates from Dalian Medical University in China were recruited for this study. In an undergraduate molecular biology laboratory course, we observed 200 students in a hybrid teaching model. We evaluated the learning outcomes from the "online + in-person" hybrid teaching model with a questionnaire survey and assessed the quality of experiment execution, report writing, and group collaboration. Moreover, the 200 students from the hybrid group were evaluated during an annual science competition at the university and compared to 200 students from the competition cohort who had no experience with a hybrid learning model. The comparison data were analyzed using a student's t-test statistical analysis. The students in the hybrid learning group demonstrated a strong enthusiasm for the model, high amount of time utilizing the online system, and high scores on laboratory evaluation assignments. Approximately 98% of the hybrid learning students reported that they preferred mixed teaching to the traditional teaching mode, and all students scored above 96% on the online laboratory report. Teachers of the course observed that the hybrid group had a noticeably higher level of proficiency in lab skills compared to the previous students. At the Dalian Medical University annual science competition, where we compared our hybrid group to a traditional learning group, scores for both the objective and subjective items showed that the students instructed with the hybrid lab model had superior performance (p < 0.05). In the context of the COVID-19 pandemic, we developed a new three-part molecular biology laboratory course that strongly improved students' laboratory skills, knowledge retention, and enthusiasm for the course using online learning to improve their learning efficiency and expedite the in-person laboratory experience. We found that these students performed at a higher level in a combined theoretical/practical science competition compared to the students in traditional in-person lab courses. Additionally, our model subjectively fostered enthusiasm and excellence in both teachers and students. Further, cultivation of the students' independent learning and creative problem solving skills were emphasized. The exploration of an effective teaching model, such as the one described here, not only provides students with a solid foundation for their future medical studies and career development but also promotes more efficient in-person laboratory time.

Selected Economic and Social Aspects Resulting from Online Education at the Higher Level

Abstract The COVID-19 epidemic undoubtedly affected methods and results of teaching, posed many challenges, and changed approaches to education. With the aim of verifying these changes in the context of distance learning in selected social, health, psychological and economic aspects, a survey was conducted among economics students in Poland. The article aims to present the results of this survey and to verify the main research hypotheses: that students put less work into distance education than in-class education during the semester; they were less active and focused; the economic benefits increased; and social relations deteriorated. Due to the type of variables studied, statistical methods such as parametric and non-parametric tests, descriptive statistics, correlations measures, and generalized multinomial linear models were used. From the survey analysis, it can be concluded that distance learning is more complicated, as it requires more work and an above-average commitment. During distance learning, students are reluctant to speak up and be active, but they can contact a teacher more easily. The negative effects of this learning are the increasing health and psychological problems and minimal social relations. A positive impact is an economic aspect in the form of saved time, funds, and the possibility of earning money. IT competencies were improved and the possibility of additional education and participating in many workshops increased. The research results show that most students prefer lectures online vs. classes and labs in person.

Remote Education Trajectories for Learners with Special Needs During the Covid-19 Outbreak

In order to stop the COVID-19 virus spreading, most universities replaced traditional in-class education with remote teaching and learning. The whole situation was stressful for all, particularly for the students with special needs. It seems that these students were literally abandoned, and many differently abled students completely missed out on their education. Learning results of those who were enabled remote learning significantly decreased, which additionally undermined their already present low self-esteem. To resolve the dilemma whether the essential groundwork for inclusiveness exists, this paper examines the accessibility of learning management systems, audio and video teleconferencing applications, and massive open online courses. Four impairments: motor, vision, hearing and cognitive were carefully explored in line with WCAG 2.1 recommendations. The current state of the synergy between the components was assessed carefully and thoroughly. Based on the research findings, recommendations towards making online learning more accessible to students with special needs are proposed, aiming to enable broad education to everyone, with no discrimination on the basis of disability.

Students and Teachers’ Need for Sustainable Education: Lessons from the Pandemic

The COVID-19 pandemic challenged the sustainability of higher education as millions of students were forced out of school, shifting to online learning instead of in-class education. In the Erasmus+ project, Virtual Presence in Higher Education Hybrid Learning Delivery (VIE), we were concerned with the level of readiness and the ability of higher-education students and teachers to face this changing situation. This paper reports the results of a survey which assessed the experiences that students and teachers had during the pandemic and, in particular, the development of soft skills through active learning methodologies. The project results show that there are still some unmet needs, but existing digital technologies, tools, and platforms already provide valuable solutions both for students and teachers that ensure a continuation of high-quality learning experiences.

Sustainable Participatory Governance: Data-Driven Discovery of Parameters for Planning Online and In-Class Education in Saudi Arabia During COVID-19

Everything about our life is complex. It should not be so. New approaches to governance are needed to tackle these complexities and the rising global challenges. Smartization of cities and societies has the potential to unite us, humans, on a sustainable future for us through its focus on the triple bottom line (TBL) – social, environmental, and economic sustainability. Data-driven analytics are at the heart of this smartization. This study provides a case study on sustainable participatory governance using a data-driven parameter discovery for planning online, in-class, and blended learning in Saudi Arabia evidenced during the COVID-19 pandemic. For this purpose, we developed a software tool comprising a complete machine learning pipeline and used a dataset comprising around 2 million tweets in the Arabic language collected during a period of over 14 months (October 2020 to December 2021). We discovered fourteen governance parameters grouped into four governance macro parameters. These discovered parameters by the tool demonstrate the possibility and benefits of our sustainable participatory planning and governance approach, allowing the discovery and grasp of important dimensions of the education sector in Saudi Arabia, the complexity of the policy, the procedural and practical issues in continuing learning during the pandemic, the factors that have contributed to the success of teaching and learning during the pandemic times, both its transition to online learning and its return to in-class learning, the challenges public and government have faced related to learning during the pandemic times, and the new opportunities for social, economical, and environmental benefits that can be drawn out of the situation created by the pandemic. The parameters and information learned through the tool can allow governments to have a participatory approach to governance and improve their policies, procedures, and practices, perpetually through public and stakeholder feedback. The data-driven parameter discovery approach we propose is generic and can be applied to the governance of any sector. The specific case study is used to elaborate on the proposed approach.

Nursing students' experiences with blackboard

Abstract Background: The coronavirus disease 2019 pandemic has overwhelmed the nursing workforce through tremendous pressure worldwide. Therefore, the Ministry of Education in many countries had transferred the education system to virtual learning. Thus, blackboard is currently the main tool for delivering education and enabling the interactions between teachers and students. Aims: The aim of this study is to explore nursing students' challenges in using Blackboard, and to explore the advantages and disadvantages of using blackboard among nursing students. Settings and Design: This study used a descriptive qualitative study design. The study collected eleven nursing students. Subjects and Methods: In-depth individual semi-structured interviews were used. Statistical Analysis: The data were analyzed using thematic analysis. Results: The results identified four themes: high student satisfaction in using backboard; the positive impact of using Blackboard; learning obstacles through using blackboard; and students' desire for in-class education instead of the blackboard platform. Conclusion: Blackboard, through its current characteristics and features, makes education easy and available to all students. However, students do not prefer blackboard in practical nursing subjects.

Preservice Science Teachers’ Views of a Web-Based Intelligent Tutoring System

Due to the COVID-19 epidemic, courses are carried out online in undergraduate programs and in this study, Web-Based Intelligent Tutoring System (WBITS) was used for online lessons. The aim of the study is to determine the opinions of 144 pre-service science teachers, who have used WBITS in three different undergraduate courses, about the system. Opinions about whether they are happy to use WBITS, whether the system serves the purpose of the courses (validity), whether the system is an alternative to face-to-face education (reliability) and whether the system is sufficient in pedagogical aspects (pedagogical qualification) were collected. The majority of the candidates stated that they are happy to use the system, that the system can be used to achieve the course objectives, and that the system is pedagogically sufficient and it can be used instead of the traditional classes. The most positive opinions were that the lesson could be used to achieve the course objectives. Negative opinions about the use of the system were mostly related to being unhappy with using the system. The system can be adapted for different courses and can be used in distance learning processes or to support in-class education. The system can be effective in overcoming the limitations of distance education.

Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey

Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.

Academic activism on behalf of children during the COVID-19 pandemic in Israel; beyond public health advocacy

Among the challenges presented by the SARS-CoV2 pandemic are those related to balancing societal priorities with averting threats to population health. In this exceptional context a group of Israeli physicians and public health scholars (multidisciplinary academic group on children and coronavirus [MACC]) coalesced, examining the role of children in viral transmission and assessing the necessity and consequences of restricted in-class education. Combining critical appraisal and analytical skills with public health experience, MACC advocated for safe and monitored school re-opening, stressing the importance of education as a determinant of health, continuously weighing this stance against evolving COVID-19-risk data. MACC’s activities included offering research-based advice to government agencies including Ministries of Health, Finance, and Education. In a setting where government bodies were faced with providing practical solutions to both decreasing disease transmission and maintaining society’s vital activities, and various advisors presented decision-makers with disparate views, MACC contributed epidemiological, clinical and health policy expertise to the debate regarding school closure as a pandemic control measure, and adaptations required for safe re-opening. In this paper, we describe the evolution, activities, policy inputs and media profile of MACC, and discuss the role of academics in advocacy and activism in the midst of an unprecedented public health crisis. A general lesson learned is that academics, based on the rigor of their scientific work and their perceived objectivity, can and should be mobilized to pursue and promote policies based on shared societal values as well as empiric data, even when considerable uncertainty exists about the appropriate course of action. Mechanisms should be in place to open channels to multidisciplinary academic groups and bring their input to bear on decision-making.

Learning Management System

Education is considered as the shaping tool of people. In a developing country like India, education is very important to provide students with practical knowledge and experience. However, during tough situations like that of the pandemic will make in-class education really impossible. There comes the use of online platforms. The systems that are used for the learning of students and for the communication of teachers in a virtual environment are called Learning Management Systems (LMS). The LMS allows students and teachers to obtain quality education at low cost even without coming in real. These LMS were really helpful to cut the overall time wasted on factors like transportation, in between teacher shifting, and much more. Learning Management Systems are created with various factors in mind, which can change according to the needs of various institutions. In this paper, the approach to design a LMS is based on the common needs that any institution would require.

‘Can the subaltern speak?’: COVID-19 and decolonial pedagogy in Palestinian universities

ABSTRACT The online mode of education has created a space for a decolonial pedagogy that allows student liberation from in-class education which perpetuates students’ passivity. Drawing on Freire’s concepts of banking education, dialogue and democracy, Said’s various works and concepts, including ‘margins’ and ‘centres’, and students’ testimonies concerning online and in-class modes of education, we contend that online education shatters the hegemony of instructors over the process of education. While students air their proclivity for emancipation from the hegemonic intricacy of the traditional classroom, instructors also highlight the importance of dialogue, research and enriching discussions that subvert the teacher-student hierarchy. While some instructors used to follow research and dialogue in class, they encountered challenges in introducing topics related to sexuality, politics and religion. However, these issues have shored up during online education as the emphasis on the part of instructors and students has been on constructing arguments rather than memorising materials. Thus, the online education we have been forced to adopt is a call for a paradigm shift in the sense that the traditional mode of education perpetuates students’ passivity and suppression of their voices in ways that resonate with the suppression of Palestinian voices by the Israeli-settler colonialism.