In-person Learning Research Articles

Unraveling the Effectiveness of Blended Learning: Key Factors for Effective Implementation from the Perspective of Senior High School Students

Blended learning integrates in-person and online learning, resulting in a flexible learning environment. The main objective of this study is to determine the perceived level of blended learning effectiveness among Grade 12 STEM students from a Philippine private university based in the City of Manila. It also examined the relations between the learners' attitudes, level of efficacy in using the LMS, and academic support received from parents and teachers. A total of 202 SHS students answered the survey questionnaire. Descriptive statistics, Spearman Rho, and multiple regression were employed to analyze the data. Findings show a positive attitude of the learners on the use of blended learning as a mode of learning (x͂ = 4), high self-efficacy on the use of LMS (x͂ = 4), high academic parental support (x͂ =4) and high teachers' support (x͂ = 4). The findings of their perceived effectiveness of blended learning show a high rating with a x͂ = 4. The Spearman Rho tests found each variable's correlation with blended learning effectiveness. Both instructors' academic support for students and learners' attitudes had a strong positive correlation; LMS self-efficacy had a moderately positive correlation, while parents' academic support had a weak positive correlation. Multiple regression tests revealed that learners' attitudes, academic support from parents and teachers, and students' level of efficacy in using the LMS design feature all predict effective blended learning.

Does Remote and/or Virtual Learning Prepare First-Year Physician Assistant Students for Clinical Rotations as Effectively as In-Person Learning?

The coronavirus disease 2019 pandemic has profoundly affected many lives, and the aftermath is still uncertain. Many aspects of life have been affected, including physician assistant (PA) education. The collective efforts of students and faculty, perseverance, and optimism have allowed the uninterrupted preparation of the next generation of PAs. The objective of this study was to understand PA students' perceptions of the effectiveness of remote and/or virtual learning in preparing PA students for clinical rotations. This pilot study was a mixed-methods survey with quantitative and qualitative data involving 3 accredited PA programs in the United States. Statistics were analyzed using SAS 9.4. Ninety-four individuals responded to the survey with a response rate of 46.8%. Response distributions, standard deviations, and means were calculated. Likert scale response means for each survey item were used to estimate the overall perspective of the participants. Most participants highlighted the advantages of flexibility and an opportunity to balance school and family life, but the participants did not favor remote and/or virtual learning platforms for effectively preparing students for their clinical phase. More research on a larger scale is warranted. Including students' hands-on skills performance measures in addition to perceptions could provide objective evidence for the efficacy of remote and/or virtual learning in preparing students for clinical rotations.

Differences in medical education before, during, and in the post-peak period of the COVID-19 pandemic—exploring senior medical students’ attitudes

BackgroundThe burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods.MethodsIn this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher’s Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate.ResultsA total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as “very useful” to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p < 0.001), respectively. In a multivariate analysis graduating during the pandemic (OR 3.92; 95% CI, 2.58–5.94) and in the post-peak period (OR 4.24; 95% CI, 2.23–8.07) were independent factors for the appreciation that the study curriculum did not meet its objective.ConclusionsThe pandemic has hindered medical education. Students’ appreciation of their instruction has deteriorated. Urgent interventions that halt the negative impact on training, ensure readiness for future problems and improve schooling worldwide are needed.

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes

Background: The rapid transition to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner’s needs during such transition, it remains elusive how different learning environments affect a learner’s motivation, engagement, and perceived learning over a prolonged period. We leveraged on Self-Determination Theory (SDT) and key learners’ characteristics to explore the levels of student’s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students’ self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. Methods: This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners’ characteristics, basic psychological needs satisfaction, motivation, student’s engagement and perceived learning. The final questionnaire also explored participants’ perception on which learning environment better supported their learning. Results: We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. Conclusions: TBL, being an active instructional method, can maintain students’ engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students’ needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best supports students’ engagement and perceived learning.

How school closures affected learning and the physical and mental health of Chinese university students during the COVID-19 pandemic?

Many universities implemented closed-off management to prevent COVID-19 outbreaks. However, the effect that interventions implemented during the pandemic on students’ learning and health is unclear. For this study, 2350 university students in Beijing and Shanghai completed an online survey about changes in their learning and their physical and mental health during school closures compared with non-closures. We then examined whether those changes were influenced by factors including city, gender, educational background, student residential type, and imposed interventions. The results showed that different interventions had little effect on non-residents' (housed off campus) learning and health during school closures (p > 0.05) and students who preferred in-person learning regressed more significantly in learning during school closures (p < 0.05). Graduates regressed more significantly than undergraduates (p < 0.001), and residents (housed on campus) more than non-residents in learning (p < 0.001). Students' stress levels were significantly higher (p < 0.001), especially among graduates and residents (p < 0.001), with the major stressors for university students being academic, economic, and interpersonal during school closures. Around 4/5 of students reported higher potential depression and 3/4 reported higher anxiety, with females being more likely than males (p < 0.001), graduates more likely than undergraduates (p < 0.001), and residents more likely than non-residents (p < 0.01) to be depressed and anxious. Also, males had more significant negative changes in their habits (smoking, drinking, exercise, and sedentariness) than females (p < 0.01). These results may benefit universities in helping provide evidence-based intervention policies during similar events.

Gifted Irish students’ perception of academic experiences during the pandemic

ABSTRACT Covid-19 had direct impact on education systems worldwide with school closures affecting learning for many students, including gifted adolescents. This study explored students’ perceptions of emergency online learning at school and how these differed to in-person classes and online classes they attended in the Centre for Talented Youth, Ireland (CTYI). Data analyses identified four factors of student responses (N = 322): Teacher Support, Self-Regulated Learning, Motivation Support, and Resource Access. Overall, CTYI received the highest mean scores across all categories and students favored in-person learning to online learning. Results highlighted a significant difference in scores between students in junior cycle of secondary school and senior cycle. Senior cycle students consistently reported less positive perceptions of their online learning than did junior cycle students. Using cluster analysis, patterns of online learning responses were identified. Despite differences in group comparisons, both senior and junior cycle students were found in clusters with positive attitudes and in clusters with negative attitudes. The findings have implications for future research, which should explore motivational and support changes that may be occurring in the transition from junior to senior cycle, as well as differences in self-regulation abilities.

Analysing the ‘follow the science’ rhetoric of government responses to COVID-19

At the beginning of the COVID-19 pandemic, many leaders claimed that their public health policy decisions were ‘following the science’; however, the literature on evidence-based policy problematises the idea that this is a realistic or desirable form of governance. This article examines why leaders make such claims using Christopher Hood’s (2011) blame avoidance theory. Based on a qualitative content analysis of two national newspapers in each of Australia, Canada and the UK, we gathered and focused on unique moments when leaders claimed to ‘follow the science’ in the first six months of the pandemic. We applied Hood’s theory to identify the types of blame avoidance strategies used for issues such as mass event cancellation, border closures, face masks, and in-person learning. Politicians most commonly used ‘follow the science’ to deflect blame onto processes and people. When leaders’ claims to ‘follow the science’ confuse the public as to who chooses and who should be held accountable for those decisions, this slogan risks undermining trust in science, scientific advisors, and, at its most extreme, representative government. This article addresses a gap in the literature on blame avoidance and the relationship between scientific evidence and public policy by demonstrating how governments’ claims to ‘follow the science’ mitigated blame by abdicating responsibility, thus risking undermining the use of scientific advice in policymaking.

Virtual Learning and Youth-Onset Type 2 Diabetes during the COVID-19 Pandemic

Introduction: Cases and severity of presentation of youth-onset type 2 diabetes (Y-T2D) increased during the COVID-19 pandemic, yet the potential drivers of this rise remain unknown. During this time public health mandates paused in-person education and limited social interactions, resulting in radical lifestyle changes. We hypothesized that the incidence and severity of presentation of Y-T2D increased during virtual learning amidst the COVID-19 pandemic. Materials and Methods: We conducted a single-center retrospective chart review to identify all newly diagnosed cases of Y-T2D (n = 387) at a pediatric tertiary care center in Washington, DC during three predetermined learning periods as defined by learning modality in Washington, DC Public Schools: pre-pandemic in-person learning (March 11, 2018–March 13, 2020), pandemic virtual learning (March 14, 2020–August 29, 2021), and pandemic in-person learning (August 30, 2021–March 10, 2022) periods. Results: Incident cases were stable during pre-pandemic in-person learning (3.9 cases/month, 95% CI: 2.8–5.4 cases/month), increased to a peak during virtual learning (18.7 cases/month, 95% CI: 15.9–22.1 cases/month), and declined with return to in-person learning (4.3 cases/month, 95% CI: 2.8–6.8 cases/month). Y-T2D incidence was 16.9 (95% CI: 9.8–29.1, p < 0.001) and 5.1-fold higher (95% CI: 2.9–9.1, p < 0.001) among non-Hispanic Black and Latinx youth, respectively, throughout the study period. Overall COVID-19 infection rates at diagnosis were low (2.5%) and were not associated with diabetes incidence (p = 0.26). Conclusions: This study provides timely insights into an important and modifiable correlate of Y-T2D incidence, its disproportionate impact on underserved communities, and the need to consider the effects on long-term health outcomes and preexisting healthcare inequities when designing public policy.

Stricker Learning Span criterion validity: a remote self-administered multi-device compatible digital word list memory measure shows similar ability to differentiate amyloid and tau PET-defined biomarker groups as in-person Auditory Verbal Learning Test.

The Stricker Learning Span (SLS) is a computer-adaptive digital word list memory test specifically designed for remote assessment and self-administration on a web-based multi-device platform (Mayo Test Drive). We aimed to establish criterion validity of the SLS by comparing its ability to differentiate biomarker-defined groups to the person-administered Rey's Auditory Verbal Learning Test (AVLT). Participants (N = 353; mean age = 71, SD = 11; 93% cognitively unimpaired [CU]) completed the AVLT during an in-person visit, the SLS remotely (within 3 months) and had brain amyloid and tau PET scans available (within 3 years). Overlapping groups were formed for 1) those on the Alzheimer's disease (AD) continuum (amyloid PET positive, A+, n = 125) or not (A-, n = 228), and those with biological AD (amyloid and tau PET positive, A+T+, n = 55) vs no evidence of AD pathology (A-T-, n = 195). Analyses were repeated among CU participants only. The SLS and AVLT showed similar ability to differentiate biomarker-defined groups when comparing AUROCs (p's > .05). In logistic regression models, SLS contributed significantly to predicting biomarker group beyond age, education, and sex, including when limited to CU participants. Medium (A- vs A+) to large (A-T- vs A+T+) unadjusted effect sizes were observed for both SLS and AVLT. Learning and delay variables were similar in terms of ability to separate biomarker groups. Remotely administered SLS performed similarly to in-person-administered AVLT in its ability to separate biomarker-defined groups, providing evidence of criterion validity. Results suggest the SLS may be sensitive to detecting subtle objective cognitive decline in preclinical AD.

COVID-19 Impact on Group Prenatal Education: A Comparison of Virtual and In-Person Formats.

This retrospective study compared knowledge, intention, and satisfaction outcomes between pregnant women who attended prenatal education in person (n = 202; 55%) prior to the COVID-19 pandemic or virtually (n = 166; 45%) during the pandemic. Results identified increases in knowledge and intention for a healthy pregnancy and safe infant care for both groups. Virtual participants were less likely to endorse developing a birth plan (p = 0.035), knowledge of breastfeeding resources (p = 0.006), confidence in the ability to breastfeed (p = 0.033), and plans to use only a safe infant sleep location (p = 0.045). Important education was provided by continuing Baby Talk during the pandemic. However, topics with activities/demonstrations during in-person learning that were discontinued for virtual learning had significantly lower increases for virtual participants. Virtual education should incorporate more demonstrations/activities.

Un estudio comparativo sobre el impacto de la Covid-19 en estudiantes universitarios latinoamericanos

COVID-19 has changed educational opportunities for students around the world, and, in the process, affected their lifestyle, happiness, and engagement. The present research is part of a project from six universities in different countries across Latin America to examine the impact of COVID-19 on university students.Objectives: The purpose of this study was to assess and compare the impact of COVID-19on lifestyle changes, orientations to happiness, and student engagement among a sample of college students in Mexico, El Salvador, Colombia, the Dominican Republic, Peru, and the US.Methods: Participants were1764 students from the six previously identified countries. Data were collected using the Student Health Behavior Inventory, the Orientations to Ha-ppiness Scale, and the University Student Engagement Inventory.Results: Student respondents were mostly female, with a median age of 22. Most reported no changes in academic performance and statistically significant changes in some lifestyle behaviors such as nutrition and physical activity. Conclusions: The global pandemic led to behavioral changes among college students in La-tin America, and it affected their orientations to happiness and engagement. Institutions of higher learning are called to create opportunities for their students to reintegrate into an in-person learning environment to facilitate positive lifestyle changes for their students.

Observed Mask Use in Kindergarten Through Grade 12 Schools in Georgia-Fall, 2021.

Universal masking, with additional layered prevention strategies, was an essential tool for limiting the transmission of SARS-CoV-2 and ensuring a safe return to in-person learning for kindergarten through 12th grade (K-12) students and staff. Few studies have examined mask adherence in this setting and none have described types of masks worn or locations of mask adherence. This project sought to assess mask adherence, types worn, and location of mask adherence in K-12 settings. This study used direct in-person observations to measure the proportion of persons wearing masks correctly; type of masks worn; and location of mask adherence in 19 K-12 schools in Georgia. A total of 16,222 observations were conducted. Among those observed, 85.2% wore masks, with 80.3% wearing the mask correctly. Persons in high school were less likely to wear masks correctly. Correct mask use was most often observed among persons wearing N95-type masks. The prevalence of persons wearing masks correctly in transitional spaces was 5% higher than in congregate spaces. In K-12 schools with a universal masking policy, correct mask adherence was high among individuals. Examining adherence to recommended prevention measures can provide K-12 schools feedback to inform targeted messaging and policies during future disease outbreaks.

Reduced in-person learning in COVID-19 widens student achievement gaps in schools

This study aims to examine the impact of reduced in-person learning during COVID-19 on students’ academic achievement gaps focusing on rural–urban and in-school disparities. To this end, first, we investigated the regional disparity of student performance between Seoul and Gangwon, representative areas of urban and rural regions in South Korea, using t test analysis. Second, we conducted a regression analysis to analyze how the number of in-school days is associated with the student performance gap by controlling the regions. Our findings from the two analyses can be summarized as follows: First, we observed a difference in patterns between the two regions. In Seoul, student performance was polarized at the two ends of the grade spectrum, whereas in Gangwon Province, achievement declined overall between pre- and post-COVID-19. Second, in the case of Seoul, the proportion of mid-range achievement students decreased after COVID-19, whereas in Gangwon Province, COVID-19 did not have a significant effect on students’ B, C, and D grades. Third, regardless of region, more in-person learning was associated with a higher portion of mid-range grades. Based on the findings, we suggested several policy implementations to cope with student performance gaps, which can facilitate the governmental response to nationwide crises that may emerge in the future.

Impacts of the COVID-19 Pandemic on Student Performance and Perceptions of Learning

The COVID-19 pandemic has greatly affected higher education, but when learning shifted to an online environment it provided an opportunity to gain insight into how classroom format influences student performance and preferences. Thus, our objective was to assess student performance across classroom types, along with student perceptions of learning, to better understand the learning environment at the height of COVID-19. We evaluated student performance by final grade in undergraduate animal genetics (ANEQ 328) and large animal physiology (ANEQ 305) courses across four semesters, from before the pandemic through the return to in-person learning. In addition, students received surveys with questions regarding their learning experience. Survey analysis showed a consistent influence of COVID-19 within the classroom, mostly due to secondary effects. Student performance increased (P &lt; 0.05) or was maintained in the pandemic centered semesters compared to pre-pandemic scores. When in-person learning resumed, scores in the ANEQ 305 course were worse (P &lt; 0.05) than any previous semester but scores in the ANEQ 328 course returned to pre-pandemic levels. Overall, this study indicated that student performance was not negatively affected by the online transition during COVID-19 in these two courses, but it did decrease student satisfaction with their learning.

Barriers and facilitators to COVID-19 testing among staff and parents from San Diego schools

COVID-19 testing is an important risk mitigation strategy for COVID-19 prevention in school settings, where the virus continues to pose a public health challenge for in-person learning. Socially vulnerable school communities with the highest proportion of low-income, minority, and non-English speaking families have the least testing access despite shouldering a disproportionate burden of COVID-19 morbidity and mortality. Through the Safer at School Early Alert (SASEA) program, we investigated community perceptions of testing in San Diego County schools, with a focus on barriers and facilitators from the perspective of socially vulnerable parents and school staff. Using a mixed-methods approach, we administered a community survey and conducted focus group discussions (FGDs) with staff and parents from SASEA-affiliated schools and childcares. We recruited 299 survey respondents and 42 FGD participants. Protecting one’s family (96.6%) and protecting one’s community (96.6%) were marked as key motivators to testing uptake. School staff in particular reported that the reassurance of a negative status mitigated concerns about COVID-19 infection in schools. Participants expressed that COVID-19-related stigma, loss of income as a result of isolation/quarantine requirements, and lack of multilingual materials were the most significant barriers to testing. Our findings suggest that the testing barriers faced by school community members are predominantly structural. Testing uptake efforts must provide support and resources to manage the social and financial consequences of testing while continuously communicating its benefits. There is a clear need to continue to incorporate testing as a strategy to maintain school safety and facilitate access for vulnerable community members.

Pedagogical considerations for enhancing peer support training in an online university environment

PurposePeer Support Specialists (PSS) play an integral role in substance use disorder treatment and aftercare services. PSS training programs vary in format and need to be evaluated for continued improvement. The purpose of this study was to gather feedback about course delivery and instruction from PSS trainees in a PSS training program in Alabama.Design/methodology/approachFocus groups were conducted with 15 PSS trainees after they completed two training courses delivered in an online university format. There were four men and 11 women. Four were black, 10 were white and one was Hispanic/Latinx. Participants ranged in age from 20 to 70.FindingsThrough content analysis of focus group content, four themes emerged: (1) issues with online navigation, (2) desire for an orientation to university-level education, (3) instructor qualities (e.g. approachability and availability) and (4) course structure considerations (e.g. balance between online and in-person learning, more frequent class meetings).Originality/valueTo the best of the authors’ knowledge, this study is the first to evaluate a new PSS training program in Alabama. Findings help inform future PSS training programs and assist in the development of best practices in PSS training.

School closures and effective in-person learning during COVID-19

We document large temporal and geographical discrepancies among prominent trackers that measure in-person, hybrid, and remote schooling in the U.S. during COVID-19. We then propose a new measure of effective in-person learning (EIPL) that combines information on schooling modes with cell phone data on school visits and estimate it for a large, representative sample of U.S. public and private schools. The EIPL measure, which we make publicly available, resolves the discrepancies across trackers and is more suitable for many quantitative questions. Consistent with other studies, we find that a school’s share of non-white students and pre-pandemic grades and size are associated with less in-person learning during the 2020–21 school year. Notably, we also find that EIPL was lower for schools in more affluent and educated localities with higher pre-pandemic spending and more emergency funding per student. These results are in large part accounted for by systematic regional differences, in particular political preferences.

Pandemic Schooling Mode and Student Test Scores: Evidence from US School Districts

We estimate the impact of district-level schooling mode (in-person versus hybrid or virtual learning) in the 2020–2021 school year on students’ pass rates on standardized tests in grades 3–8 across 11 states. Pass rates declined from 2019 to 2021: an average of 12.8 percentage points in math and 6.8 in English language arts (ELA). Focusing on within-state, within–commuting zone variation in schooling mode, we estimate that districts with full in-person learning had significantly smaller declines (13.4 pp in math, 8.3 in ELA). The value to in-person learning was larger for districts with larger populations of Black students. (JEL H75, I12, I18, I21, I28, J15)

Exploring student engagement in post-pandemic classrooms: the role of Padlet technology

The COVID-19 pandemic forced a rapid shift to remote education, posing significant challenges to student engagement when in-person learning resumed. This study aims to investigate the impact of active and blended learning on student engagement, with a specific focus on Padlet utilisation’s effectiveness in facilitating teaching and learning. The study explores affective, behavioural and cognitive engagement as indicators of student engagement and analyses Padlet’s role as a mediating tool in enhancing the educational experience. Data was collected through a questionnaire, and hypotheses were tested using Structural Equation Modelling-Partial Least Squares (SEM-PLS). The findings reveal that affective and cognitive engagement in the classroom, facilitated by Padlet, positively influences student engagement. Furthermore, Padlet emerges as an effective mediating tool for enhancing active learning experiences. Nevertheless, contrary to expectations, no significant direct relationship was observed between behavioural engagement and Padlet utilisation, nor any significant indirect relationship between behavioural engagement, Padlet usage and student engagement. These results indicate that Padlet’s mediating role was insignificant in this context. This study highlights the limited relevance of traditional behavioural indicators in driving technology adoption or engagement with Padlet. To enhance technology integration, educators should prioritise fostering emotional and intellectual engagement while strategically integrating Padlet into the teaching methods. These insights provide valuable strategies for educators to promote student engagement and enrich the post-pandemic classroom experiences.

Five practical strategies to get a grip on large group cooperative virtual learning in medical education.

The COVID-19 pandemic has led to the rapid replacement of in-person classroom learning with virtual large group learning. Done well, virtual large group learning can be an effective tool that provides flexibility, accessibility, and collaboration between learners. However, despite its potential benefits, human and technological challenges limit engagement and overall efficacy of large group virtual learning. The following account provides an evidence-based framework to maximize cooperative learning, learner engagement and retention of medical education in the virtual setting.