Mode Of Instruction Research Articles

Assessment Challenges Encountered by Teachers in the Implementation of Printed Modular Distance Learning

The COVID-19 pandemic brought about unprecedented challenges in the field of education. Printed Modular Distance Learning (PMDL) was one of the most challenging modes of instruction in basic education, and the assessment stage posed specific difficulties for secondary school teachers in the Schools Division of Puerto Princesa City during the School Year 2020-2021. This research aimed to explore the real-life experiences of 15 secondary school teachers who taught via PMDL. Using a phenomenological study, the researcher conducted individual interviews with the teachers, who were chosen through purposive sampling. The study found that teachers encountered various challenges during the implementation of PMDL, with specific difficulties arising during the assessment stage. One of the significant problems reported by the participants was the submission of unanswered or incomplete modules by some students. Additionally, some learners had modules that were answered by their parents or other family members, while others copied answers directly from the internet or answer keys. The lack of names on modules and illegible handwriting also added to the challenges experienced by the teachers. Furthermore, the sheer volume of modules to be checked was a significant challenge for the participants. To ensure the quality and validity of module-based assessments, it is recommended that guidelines be provided to learners, monitoring and feedback mechanisms be put in place, and policies that prevent cheating be implemented. Educators should also have workload management strategies to ensure timely grading and feedback.

From Resistance to Resilience: Teachers’ Adaptation Process to Mediating Digital Devices in Pre-COVID-19, during COVID-19, and Post-COVID-19 Classrooms in Nepal

This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n = 62) and the teachers’ perceptions of and preferences for instructional modalities. The findings suggest that, despite the increased reliance on digital devices during the pandemic, there is a lower likelihood of them being used in face-to-face classrooms in developing countries, such as Nepal. The adoption of online learning had not yet reached the adoption stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely adopted by teachers in developing countries societies. The study also provides important insights into the challenges of and opportunities provided by using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.

Sustainable Development in Action: A Retrospective Case Study on Students’ Learning Before, During, and After the Pandemic

Adherence to sustainable development in higher education rests on the assessment of students’ academic attainment, especially during unexpected environmental changes, such as the sudden move from face-to-face to online courses during the recent pandemic. Most studies devoted to this issue have compared students’ performance online with that of face-to-face courses before the pandemic, tallying together a variety of courses, often from specific disciplines. Besides their mixed results and generality, such studies do not address the issue of students’ adjustment to the post-pandemic learning environment. The present retrospective case study offered a simple evidence-based model for educators to measure the relationship between environmental changes and students’ behavior for self-reflection and adjustment. It examined students’ academic attainment (as measured by grades) within a broader timeframe, including courses taught by the same instructors face-to-face before and after the pandemic and online during the pandemic. Specific courses of the general education curriculum were selected to include a broad spectrum of students. The study then assessed whether students’ activities before, during, and after the pandemic predicted summative assessment performance (i.e., final exam grades) differently. In this study, performance differences were recorded, usually in favor of post-pandemic face-to-face classes. Midterm examinations were the best predictors of final exam grades irrespective of the modality of instruction and timeframe. Implications and applications of the methodology used and the results obtained were considered.

Trends in paediatric firearm-related encounters during the COVID-19 pandemic by age group, race/ethnicity and schooling mode in Tennessee

BackgroundIncreases in paediatric firearm-related injuries during the COVID-19 pandemic may be due to changes in where children and adolescents spent their time. This study examines changes in the frequency of...

The Effect of The Corona Virus Disease of 2019 (COVID-19) Pandemic on The Learning Situation

The global pandemic of Corona Virus Disease of 2019 (COVID-19) adversely affected the various aspects of human life. There was a severe impact of the COVID-19 pandemic in the academic years 2076, 2077, and 2078 BS in the Nepalese education system. Though other sectors of the nation have been affected by such a pandemic, significant influence of it has been seen in the education sector. In this regard, this paper aims to explore the effect of the Corona Virus Disease of 2019 (COVID-19) pandemic on classroom instruction and to find out the challenges of virtual and face-to-face modes of school education. This research work follows qualitative design. Purposive sampling method was used to select the participants and the data were collected through open ended interviews, observation checklists, and focus group discussion. The analysis has been made in thematic way following the rigor of qualitative research. The study shows a great effects of the Corona Virus Disease of 2019 (COVID-19) pandemic on the school education of Gorkha municipality. The virtual mode of instruction has been seen less effective during COVID-19 pandemic situation in the study area. Physical classes were effectively conducted before and after the pandemic. Several challenges have been noted in the virtual mode of instruction. They include the lack of internet access, limited access to electronic devices, and a lack of electricity in the district. The findings of the study entail that the blended mode could be more suitable to the students studying in the schools of Gorkha Municipality which could create opportunities for face-to-face and virtual learning together if they can be supported with easy access to the internet and electronic devices.

Pre-service EFL Teachers' Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.

How the Cereal Crumbles

Concepts relating to enzymes and energy are central to understanding chemical and biological processes at the molecular level. Student learning of these crosscutting concepts can be challenging, so it is important to identify misconceptions and remediate them early, especially in introductory classes. Here we describe an activity in which undergraduate introductory biology students timed themselves crushing pieces of cereal to simulate and quantify the progress of an enzymatic reaction in the presence of competitive and noncompetitive inhibitors, and we asked students to connect the cereal analogy to concepts of thermodynamics. We developed an assessment and short surveys to evaluate the impact of the activity and to identify persistent misconceptions. Measurable improvements of assessment scores and qualitative student survey responses demonstrate the value of including a hands-on activity along with other modes of instruction.

Testing a digital self‐interview approach: The virtual memory assistance tool

AbstractTechnology‐mediated interviews are a promising supplement to in‐person interviews for questioning eyewitnesses. We sought to develop and test a virtual self‐administered memory‐elicitation procedure—The virtual memory assistance tool (VMAT). The VMAT is a web‐based memory retrieval tool designed around the principles of the Cognitive Interview. In Experiments 1 and 2, participants (N = 135, N = 127) watched a target video and then received either VMAT or Control instructions, reporting their memory either by Typing into a textbox or Speaking into their device's microphone. In Experiments 3 and 4, participants (N = 89, N = 78) watched a target video and then received either VMAT or Control instructions presented in either Audio or Video format. Our findings suggest that a virtual tool for memory elicitation seems effective independent of Interview Procedures, Response Modalities, and Instruction Modalities and across differing target stimuli (mock‐crime vs. content of a sexual nature).

Barriers and Facilitators to Telehealth Timed Up and Go (TUG) Assessment in an Underserved Urban Stroke Population (P6-5.013)

<h3>Objective:</h3> To eliminate barriers and facilitate remote assessment of a standardized mobility outcome measure for stroke patients in a telehealth-based study to facilitate physical activity and rehabilitation at home through fitness monitoring and feedback. <h3>Background:</h3> Telehealth for assessment &amp; intervention for individuals with neurological conditions has grown since the CoVid-19 pandemic. Our stroke patients are from an underserved urban community with social, personal, and environmental barriers that would impact success of a telehealth program. <h3>Design/Methods:</h3> Patients (n= 6 to date) with minor stroke discharged home from acute hospitalization were recruited. Evaluation by the interdisciplinary team determined patient safety for discharge home (6Clicks Mobility Score=46.15(9.12)). A neurologist evaluated the patient through telehealth and information from 1 month monitoring period was reviewed with an infographic guided discussion to enhance self-efficacy. Physical therapy team members executed two TUG trials and determined real-time reliability. The assessors followed a standardized script including a flowsheet with video demonstrations of camera set-up, testing materials and TUG demonstration. Patients provided feedback regarding instruction mode and suggested improvements. The Theoretical Domains Framework (TDF) mapped identified barriers/facilitators, analyzed, and interpreted the results. Intertester reliability for TUG and TUG/physical mobility measure correlation were performed. <h3>Results:</h3> The flowsheet, video demonstration, and client feedback eliminated patient barriers in knowledge, environmental context and resources domains. Memory, attention, and decision process barriers were facilitated by flexible patient scheduling and phone call reminders. Professional role/identity barriers were eliminated by optimizing each interprofessional team member’s skill set. Patient selection criteria during hospitalization eliminated the barrier to beliefs about consequences. Beliefs about capability barriers were mitigated by intertester reliability (r²=0.98) during telehealth TUG assessment and correlation with remote monitored average daily step counts (r²=−0.52). <h3>Conclusions:</h3> TDF identified facilitators to telehealth TUG assessment in an urban underserved stroke community with resource and environmental constraints and should be utilized to promote equity in health care. <b>Disclosure:</b> Clare Bassile has nothing to disclose. Ms. McIntyre has nothing to disclose. Miss Powell has nothing to disclose. Ms. Sareen has nothing to disclose. Ms. Karsos has nothing to disclose. Dr. Naqvi has nothing to disclose.

Unmasking racial avoidance: Experimental evidence on parental school choice and public health policies during the Covid-19 pandemic

BackgroundCOVID-19 drastically changed the school choice landscape as families considered schools with varying public health protocols as well as academic and demographic characteristics. Our understanding of families’ preferences during the pandemic is limited, however, because it primarily derives from surveys asking parents about a single school characteristic. ObjectiveWe aimed to understand how families' preferences for schools’ racial composition and public health policies may interdepend. MethodsWe conducted an original school choice survey experiment with U.S. White parents in August 2021. Parents indicated their willingness to enroll their student in hypothetical schools with experimentally randomized school quality ratings, racial and socioeconomic demographics, and COVID mitigation strategies (i.e. instructional modalities, mask and vaccination mandates). ResultsWe find novel causal evidence that White parents' preferences for schools’ racial demographics and public health policies are interdependent. Among otherwise similar schools, parents expressed stronger preferences to avoid Black, Latinx, and Asian schools when there were fewer COVID mitigation policies. Relatedly, parents required more stringent COVID protocols for their children to attend predominantly Black, Latinx, and Asian schools while showing no preferences for COVID policies among predominantly White schools. The interdependence of preferred racial demographics and public health polices was amplified among White parents who held stigmatizing beliefs about Asian populations carrying the COVID virus and pro-White sentiments. Although Democrats expressed stronger preferences for schools with more COVID mitigation strategies than Republicans, for White parents across the political spectrum school racial composition and COVID mitigation preferences interdepended. ConclusionsThis study suggests families may leverage flexible student assignment policies and schools of choice to enroll in or avoid schools based on both preferred public health policies and racial demographics. Districts should consider how adopting strong public health policies during infectious disease outbreaks may help mitigate hardened racial avoidance and school racial segregation.

Life Skills of Filipino Emerging Adults of a Catholic Higher Education Institution in Central Philippines

Life skills are essential among students in countering the circumstances of life. However, due to the shifting instructional modality, their skills acquisition was compromised. Thus, this study aims to analyze the life skills of Filipino emerging adults in terms of self-awareness, empathy, effective communication, interpersonal relations, creative thinking, critical thinking, decision-making, problem-solving, coping with emotions, and coping with stress. Likewise, it determined the relationship between the demographics and life skills. Lastly, it investigated what demographics predict their life skills. This study using a quantitative design, a standardized questionnaire was responded by 298 college students. In data analysis, mean and standard deviation were utilized in analyzing the students’ level of life skills. The result reveals that the life skill was rated average which signifies the need for improvement. The lowest areas were coping with stress, coping with emotions, effective communication, and interpersonal relationship. Meanwhile, their family income, family structure, and academic classification were found no correlation with life skills. However, the degree program was significantly related. Lastly, the degree program was found to be a life skill predictor. Hence, continuous improvement is critical in their life skill acquisition and the school plays a potential role in advancing this.

The Impact of Different Instruction Modes Applied as A Result of Transition of Covid-19 Phases on Students’ Performance

The COVID-19 pandemic has caused an abrupt change in the way higher education institutions (HEIs) deliver their courses. Due to crisis circumstances, HEIs have been required to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. This study aims to investigate the impact of different instruction modes applied in teaching an accounting course as a result of transition of COVID-19 phases on students’ performance. The performance of four cohorts of students (N = 549) who enrolled in the Financial Accounting 4 (FAR270) course at Universiti Teknologi MARA, Pahang Branch, Malaysia, during the four semesters, including traditional F2F semester, two consecutive online semesters and blended learning semester. The results of this study reveal significant differences between students’ performance when all four cohorts of students are compared. The students who were first exposed to the ERT at the beginning of pandemic phase (second cohort) performed better in the asynchronous online instruction mode compared to other instruction modes applied during other phases of pandemic. Besides, the study reveals significant differences in students’ performance across different instruction modes for each group of students divided by the their prior CGPA and gender. In all CGPA and gender subgroups, students achieved better performance in asynchronous online mode compared to other instruction modes. The study also provides possible explanation for the results of the analysis.

Classroom Assessment and Instructional Modes: An Exploration of School-Level Contextualized Psychometric Challenges

The global COVID-19 health pandemic caused major interruptions to educational assessment systems, partially due to shifts to remote learning environments, entering the post-COVID educational world into one that is more open to heterogeneity in instructional and assessment modes for secondary students. In addition, in 2020, educational inequities were brought to the forefront of social conscience. The purpose of this study is to empirically explore how contextual (i.e., school-level) race and economic factors may relate to and explain measurement challenges that can arise during shifts to remote learning. We fit a series of multilevel models to explore school-level factors in assessment data alongside psychometric problems of differential item functioning and person fit in classroom assessment measurement models. Our results demonstrate ways in which our project’s classroom assessments were impacted by shifts to remote learning, emphasizing the importance of researchers and practitioners evaluating such concerns when seeking validity evidence for interpretation of classroom assessment data.

Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions

ABSTRACT This study investigated how early childhood teachers might reflect on their teaching-learning process related to the unconventional instructional modalities necessitated by COVID-19 during the 2020–2021 school year. The participants consisted of 15 teachers (ages 24–45 years, M = 32 years) teaching children in preschool to third grade in New Jersey, USA. Data collection involved interviewing each teacher virtually via Zoom for 60–90 minutes (M = 75 minutes). This study analyzed only the data directly related to reflection, leading to 20 most salient ‘Reflective Instances’ (RIs) being identified and subsequently coded according to a 3 (types: reflection-for-action, reflection-in-action, and reflection-on-action) x 3 (dimensions: technical, practical, and critical) framework. The analysis revealed four main findings. First, while there was evidence of all three types of reflection, reflection-on-action was the most prominent. Reflection-on-action was also the only type exhibiting evidence of all three dimensions. Second, the RIs concentrated most predominantly on the practical dimension, which was also the only one occurring in all three types of reflection. Third, the intersection between reflection and dimension revealed that reflection-in-action along the practical dimension was the most salient. Fourth, the teachers’ sociodemographic characteristics did not appear to account for the variations in the patterns of the reflection types and dimensions.

The distribution of in‐person public K‐12 education in the time ofCOVID: An empirical perspective

AbstractIn response to the COVID‐19 pandemic, most schools across the United States abruptly transitioned to remote, virtual learning in the spring of 2020. For the 2020–2021 school year, however, public school districts' instructional mode decisions (in‐person, hybrid, and remote) varied across districts and throughout the school year. This study focuses on factors that informed school districts' instructional mode decisions and how student access to in‐person instruction, in turn, distributed across districts and students (and their families). Levering the leading nationwide data set gathered by the COVID‐19 School Data Hub (“CSDH”), supplemented by district per‐pupil spending information as well as various state‐level data, this study analyzes the percentage of in‐person instruction for the 2020–2021 school year offered by 11,063 regular public school districts from 42 states. Core findings underscore that school districts with Republican governors and in rural areas provided comparably more in‐person schooling. Conversely, school districts with higher enrollments and higher percentages of underrepresented minority students provided less. Furthermore, COVID‐19‐related death rates and the likelihood of in‐person schooling were positively related. These findings, while mixed, nonetheless raise troubling equal educational opportunity doctrine questions.

Difficulties Faced by Students and Teachers in Online Teaching Process During Covid-19 in Lalbandi Municipality

This paper analyzes the difficulties faced by the students and teachers in online teaching learning process during the COVID-19 pandemic. Online learning is an alternative platform that replaced to the face-to-face mode of instruction. It refers to instruction that is delivered electronically through various multimedia, internet platforms and applications. This paper is based on mixed-method research design and primary and secondary data sources are used. Primary data were collected from field observation, personal interviews with students, teachers, parents, and focus group discussion. In this process, two secondary schools which were involved in online learning were purposively selected from Lalbandi Municipality of Sarlahi district of Madhesh Pardesh. Secondary data were collected from various sources- journals, Municipal offices, and e-resources. The findings show that online-learning has been felt more reliable mode of instruction during the pandemic situation for students, teachers and parents. However, it faces a lot of problems during operation and it became ineffective as compared to face-to-face mode of instruction. It is mainly due to the lack of electronic devices to support online class, lack of high-speed internet facility, irregular power supply, lack of teacher-students' interaction and ineffective assignment practices. As a result, a large number of students have not participated in online learning. Thus, this paper concludes that a strong institutional support policy among schools and local government requires to mainstreaming students participation in online-class.

Artificial intelligence and edge computing for teaching quality evaluation based on 5G-enabled wireless communication technology

Cloud computing and artificial intelligence are now widely used for classroom teaching in higher learning institutes. The digital teaching supported to ICT technologies in colleges serves as a central point for the advancement of modern education; and has become as a mode of instruction and an approach to teaching. Digital teaching has emerged as a major driving force in the advancement of digital economy and digitization of education in colleges. In this paper, we investigate the movable information management system utilized in the digital teaching using edge computing and 5G wireless communication technology. Furthermore, we explain the idea of a mobile data scheme and presents a teaching platform based on the edge computing and 5G-enabled wireless communication technology. The main objective of this work is to develop a digital teaching framework for college students that, in fact, enables digital teaching, the collection, and incorporation of teaching information, the provision of modern education, and sharing of resources. Cutting-edge technology advancements in the educational platform have the potential to improve 5G communication. To implement the cutting-edge technology, all types of technological devices, smart devices, and gadgets from the Internet of Things (IoT) platform are used. We evaluated the proposed system through reasonable assumptions and numerical simulations. The experimental results reveal that the suggested system has significantly improved the teaching efficiency with which digital teaching management is managed in colleges. Moreover, the edge and 5G technology can significantly improve the system performance, in terms of response time, that can be as high as 11.45% when compared to non-cloud based approaches.

Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods

The author of this study offers new evidence on the effectiveness of chatbots as an instructional mode via a randomized controlled experiment in which college seniors were given online training on the convenience of pursuing a master’s degree and the suitability of taking out a graduate student loan. Two educational formats, a YouTube video and a Facebook chatbot, were used for delivering that training to the experimental subjects. Economic education improved the economic knowledge needed to calculate a master’s degree’s viability. The effectiveness of financial education in improving student loan debt literacy was also verified. The effectiveness of the chatbot-based learning was greater than that of the video format for providing economic education. Only the chatbot delivery method was effective in providing financial education.

Developing a Novel Case-Based Gastroenterology/Hepatology Online Resource for Enhanced Education During and After the COVID-19 Pandemic.

The COVID-19 pandemic reshaped the delivery of medical education, necessitating novel modes of instruction to facilitate distance learning. Online medical education resources provide opportunities for self-directed and asynchronous learning. GISIM is a free, open access educational website dedicated to gastroenterology (GI)/hepatology, which teaches pathophysiology and disease management, and supports clinical reasoning skill development through interactive, dynamic, case presentation-based journeys. (1) To describe the creation of a mobile-optimized, GI/hepatology educational resource for medical trainees, and (2) to report on trainee feedback on completing and authoring GISIM cases. GISIM was created on WordPress and modeled after NephSIM, an e-learning platform dedicated to Nephrology. Content was developed by internal medicine residents and GI/hepatology fellows and attendings. Cases are interactive, prompting users to select differential diagnoses and management plans, with immediate feedback provided on response. Self-reported user demographics and website feedback were collected with an embedded survey. A separate survey evaluated case authors' experiences. GISIM launched in February 2021 and received 12,184 website views and 2003 unique visitors between February 1 2021 and February 28 2022. New cases are disseminated bimonthly. Sixty-one user surveys were collected, with a majority completed by fellows (38%) and residents (26%). All users found the website easy to use and most reported enhanced understanding of case topic areas. Nine author surveys were collected. Authors reported significant learning on chosen topics and improved clinical knowledge through their participation. We developed a novel GI/hepatology case-based resource that enables distance learning and was perceived as a valuable educational tool by users and authors.

Technology-enhanced simulation in emergency medicine: Updated systematic review and meta-analysis 1991-2021.

Over the past decade, the use of technology-enhanced simulation in emergency medicine (EM) education has grown, yet we still lack a clear understanding of its effectiveness. This systematic review aims to identify and synthesize studies evaluating the comparative effectiveness of technology-enhanced simulation in EM. We searched MEDLINE, EMBASE, PsycINFO, CINAHL, ERIC, Web of Science, and Scopus to identify EM simulation research that compares technology-enhanced simulation with other instructional modalities. Two reviewers screened articles for inclusion and abstracted information on learners, clinical topics, instructional design features, outcomes, cost, and study quality. Standardized mean difference (SMD) effect sizes were pooled using random effects. We identified 60 studies, enrolling at least 5279 learners. Of these, 23 compared technology-enhanced simulation with another instructional modality (e.g., living humans, lecture, small group), and 37 compared two forms of technology-enhanced simulation. Compared to lecture or small groups, we found simulation to have nonsignificant differences for time skills (SMD 0.33, 95% confidence interval [CI] -0.23 to 0.89, n= 3), but a large, significant effect for non-time skills (SMD 0.82, 95% CI 0.18 to 1.46, n= 8). Comparison of alternative types of technology-enhanced simulation found favorable associations with skills acquisition, of moderate magnitude, for computer-assisted guidance (compared to no computer-assisted guidance), for time skills (SMD 0.50, 95% CI -1.66 to 2.65, n= 2) and non-time skills (SMD 0.57, 95% CI 0.33 to 0.80, n= 6), and for more task repetitions (time skills SMD 1.01, 95% CI 0.16 to 1.86, n= 2) and active participation (compared to observation) for time skills (SMD 0.85, 95% CI 0.25 to 1.45, n= 2) and non-time skills (SMD 0.33 95% CI 0.08 to 0.58, n= 3). Technology-enhanced simulation is effective for EM learners for skills acquisition. Features such as computer-assisted guidance, repetition, and active learning are associated with greater effectiveness.