New Methods Of Learning Research Articles

Fast Graph Neural Tangent Kernel via Kronecker Sketching

Many deep learning tasks need to deal with graph data (e.g., social networks, protein structures, code ASTs). Due to the importance of these tasks, people turned to Graph Neural Networks (GNNs) as the de facto method for machine learning on graph data. GNNs have become widely applied due to their convincing performance. Unfortunately, one major barrier to using GNNs is that GNNs require substantial time and resources to train. Recently, a new method for learning on graph data is Graph Neural Tangent Kernel (GNTK). GNTK is an application of Neural Tangent Kernel (NTK) (a kernel method) on graph data, and solving NTK regression is equivalent to using gradient descent to train an infinite-wide neural network. The key benefit of using GNTK is that, similar to any kernel method, GNTK's parameters can be solved directly in a single step, avoiding time-consuming gradient descent. Meanwhile, sketching has become increasingly used in speeding up various optimization problems, including solving kernel regression. Given a kernel matrix of n graphs, using sketching in solving kernel regression can reduce the running time to o(n^3). But unfortunately such methods usually require extensive knowledge about the kernel matrix beforehand, while in the case of GNTK we find that the construction of the kernel matrix is already O(n^2N^4), assuming each graph has N nodes. The kernel matrix construction time can be a major performance bottleneck when the size of graphs N increases. A natural question to ask is thus whether we can speed up the kernel matrix construction to improve GNTK regression's end-to-end running time. This paper provides the first algorithm to construct the kernel matrix in o(n^2N^3) running time.

STUDENTS’ KNOWLEDGE AND PERCEPTION TOWARDS ASYNCHRONOUS BLENDED PROBLEM-BASED LEARNING

Background: Lecture is a dominant learning method that still used in teaching process. This method only focuses to lecturer and does not involving students’ participation enough. Problem Based Learning (PBL) is a learning method that could activate students’ participation, but it has many obstacles on its implementation. Asynchronous blended problem-based learning (ABLE PBL) is an innovative learning method that adopts (Problem Based Learning) PBL learning principles and it is expected to reduce problems in implementing PBL. This study was conducted to analyze the students’ knowledge between ABLE PBL method and lecture and to describe students’ perceptions towards ABLE PBL.Methods: A modified crossover design was conducted to determine students’ knowledge and descriptive study for students’ perception among a total sampling of 44 students who enrolled the third semester at Departement of Midwifery, Diploma Program at Dharma Husada Bandung Health College. It used Mann Whitney test to analyze students’ knowledge to each chapterResult: The result showed that there is no difference significantly of students’ knowledge between two groups for both chapters, ABLE PBL does not influence students’ knowledge but students’s perception about ABLE PBL is positive because the respondent experienced new method of learning. Conclusion: In conclusion, there are no differences between two groups significantly for each chapter with p value bigger than 0.05, yet ABLE PBL could give a positve perception to students.

Impact of online education on student emotional well-being

The shift to full online education has resulted in tremendous changes, such as creation of virtual classrooms, digital collaboration and distance learning. Students not only had to learn how to participate in virtual collaborative environments, but they are still adjusting to new methods of learning and using technology. Conducting online classes and exams at translation and interpreting studies is all the more challenging due to their interdisciplinary nature and a variety of generic and soft skills that suddenly need to be exercised online. Hence, after posing two research questions, it can be initially hypothesized that the digital transformation of education has an impact on students from an emotional point of view as well. Namely, it was visible that students dealt with the new arisen situation as well as with educational and social challenges in different ways and by expressing various emotional responses. This study aims to explore the ways in which tele-education affects student emotions and whether it influences their emotional well-being. For the purpose of this study, survey research was conducted among 91 students at undergraduate translation and interpreting studies in North Macedonia who were given the opportunity to explain how they personally dealt with educational novelties and challenges. The responses indicate whether students experience emotional consequences of (extended) online education. Based on the survey results, conclusions can be made about future practices that would benefit translation and interpreting students from an emotional point of view. / Keywords: online education, distance learning, emotional well-being, emotionally charged words, translation and interpreting studies

Android Application-Based Basic Elements Model of Rhythmic Gymnastics

This research aims to develop a product in the form of an android application that can be used as a new method of learning and independent training for the basic elements of rhythmic gymnastics. The Research and Development method was used in this study. The research steps were adapted from Sugiyono's research steps which consisted of 13 steps, but the researchers only adapted 10 steps according to the research objectives. Small group trials were conducted at Gymnastics Local Club on 8 children practicing rhythmic gymnastics, while the main field trials were carried out on 15 children practicing rhythmic gymnastics at local clubs. The research instruments were a scale questionnaire and evaluation sheets. Evaluation result data were in the form of descriptive quantitative and qualitative. Quantitative data were collected from assessments by means of a product trial questionnaire. Qualitative data were obtained through expert validation and trial activities in the form of input, feedback, criticism and suggestions. Quantitative data were analyzed using descriptive quantitative analysis. The results of the assessment obtained through expert validation and trials were processed in percentages. The percentage results were then elaborated using the qualitative method. The assessment for the feasibility aspect of the model of basic element of android application based-rhythmic gymnastics was seen from the results of the validation by material experts at 97.5% (strongly agree) and media experts at 96% (strongly agree). The results of the main field trial showed an assessment score at 98.16% (strongly agree). The product was a model of media for the basic elements of android application based-rhythmic gymnastics. The product was made of several basic elements of rhythmic gymnastics motion pictures and videos (slow motion) supported by brief information, a brief history of gymnastics, videos of elite championships, athletes' achievements, and gym club contact support. The selection of motion elements was based on FIG's Code of points in 2017-2020.

E-Learning as An Assistant Alternative to Teaching in Algerian Universities in the Time of the Covid-19 Pandemic

The development of information and communication technology has led to a trend towards a new form of education represented in e-learning, which is considered a new method of learning based on virtual reality and an alternative or auxiliary means to enable it to complement the established programs in teaching, especially in the time of the Covid-19 pandemic, as all educational institutions in developed countries have started using e-learning before the pandemic and at a high rate in its time, and the University of Algeria is among the institutions that have adopted it as an alternative and complementary option for physical education since March 12, 2020 to the present day this..
 The aim of the research is: to Learn about the new method of education based on virtual reality, and how to benefit from it in the Algerian university in teaching as an alternative or auxiliary means to enable it to complement the established programs in teaching, especially in the time of the Covid-19 pandemic..
 The result is: the need to draw future visions for the philosophy of education related to the employment of information and communication technology and its uses in all areas of the education system in general and in universities, especially in the time of the Covid 19 pandemic.

Cross-sectional Survey on Online Learning during COVID-19 Pandemic in Bangladesh

The educational system across the world had drastically been affected due to the pandemic outbreak of COVID-19. In this circumstance, Teaching and learning shifted from traditional way which involves face-to-face interaction among teachers and students physically in a classroom, to online learning either synchronously or asynchronously. Therefore, the aim of this study is to monitor the level of students’ perception towards online learning during the ongoing COVID-19 pandemic situation. The study adopted the way of quantitative approach by conducting a survey which was collected via a standardized online questionnaire. Data collected from 699 respondents were analyzed using SPSS 23 software. In spite of having been failed to get theoretical and practical experience as well as expected results, majority of the respondents had positive perceptions towards online learning and accepted this as the new method of learning with online application tools. The outcomes of the study will facilitate educational institutions and policy makers to take this online learning process to the next level in a prospective way.
 Keywords: Online Learning, COVID-19, Pandemic, Bangladesh.

Integration of TeamSTEPPS Framework and Escape Room to Improve Teamwork and Collaboration.

As the need for healthcare professionals continues to grow, different learning environments have been assessed to optimize knowledge while keeping the student engaged. Escape rooms, live action, team-based exercises, supplemented with TeamSTEPPS tools can assist in overall team performance, while keeping the participant engaged in a new learning environment. The goal of this quality improvement project was to enhance teamwork and collaboration through the integration of TeamSTEPPS concepts and escape room active learning. This concept was explored through the integration of TeamSTEPPS tools and strategies in an escape room setting. The purpose was to improve team dynamics and cohesiveness in a new dynamic way with a small cohort of nurse leaders in a large urban academic medical center, while exploring the engagement and depth of learning experience for the participant. Twelve nurse leaders completed two different escape rooms while observers completed the TeamSTEPPS observation tool assessing team dynamics and performance and participants assessed their perceptions before and after intervention. These nurses also were observed at staff meetings and completed a perceptions tool on teamwork pre- and postintervention. A postescape room survey was completed by participants to assess learning and interest in this interactive learning exercise. There was a significant statistical difference after TeamSTEPPS and escape room intervention (Mean 17.3 and p = 0.004 SD 5.9) when compared to before intervention as well as has a more positive sense of teamwork was noted. In addition, 75% of the nurses strongly agreed that the escape room was engaging and fun with 25% agreeing. Ninety-one percent agreed or strongly agreed that the escape room was an effective team-building exercise with 100% agreeing or strongly agreeing to recommend the escape room experience to others. This cohort validated the integration of TeamSTEPPS tools and strategies in an escape room setting as an enjoyable and engaging way to learn while providing an effective team-building activity. This small cohort demonstrates that new methods of learning such as an escape room should be explored further for engaging participants and improving communication and teamwork skills. Integrating TeamSTEPPS into an escape room offers this institution a way to continue this project while providing valuable team-building skills to its participants. While this was just a small sample in one intercity hospital, new methods for learning should be reviewed for successful teamwork in nursing and in healthcare as a whole, as there was some data to suggest that utilizing an escape room could have a positive impact on team cohesiveness as well as leadership skills for the individual.

Higher Education in India in context of Pandemic - Covid 19

Abstract: The spread of pandemic Covid-19 has definitely upset each part of human life including training. It has made an extraordinary test on training. In numerous instructive organizations around the globe, grounds are shut and educating learning has moved on the web. Internationalization has eased back down significantly. In India, around 32 crore students halted to move schools/universities and every instructive action finished. Regardless of every one of these difficulties, the Higher Education Institutions (HEIs) have responded emphatically and figured out how to guarantee the congruity of instructing learning, exploration and administration to the general public with certain devices and methods during the pandemic. A few estimates taken by HEIs and instructive specialists of India to offer consistent instructive types of assistance during the emergency are examined. Due to Covid-19 pandemic, numerous new methods of learning, new points of view, new patterns rise and the equivalent may proceed as we proceed to another tomorrow. The Covid-19 pandemic encouraged the whole society on how need is the mother of development by permitting instructive organizations to embrace internet learning and present a virtual learning society. The pandemic has been guiding the instruction area forward with mechanical development and headways. The pandemic has essentially upset the advanced education segment. An enormous number of Indian understudies who have tried out numerous Universities abroad, particularly in most noticeably awful influenced nations are currently leaving those nations and if the circumstance continues, over the long haul, there will be a critical decrease in the interest for worldwide advanced education moreover. The ongoing pandemic made an open door for change in instructive methodologies and presentation of virtual training in all degrees of training. As we don’t have a clue how long the pandemic circumstance will proceed, a steady move towards the on the web/virtual training is the interest of the current emergency. UGC and MHRD have eaten numerous virtual stages with online vaults, digital books and other web-based educating/learning materials. A mix of the conventional innovations (radio, TV, landline telephones) with portable/web advancements to a solitary stage with all vaults would upgrade better openness and adaptability to training. Virtual training is the most favoured method of instruction during this season of emergency because of the flare-up of Covid-19. The post-Covid-19 instruction is by all accounts training with broadly The COVID-19 scare is giving sleepless nights to students who were to appear in entrance examslike JEE for B. Tech admissions and/ or to class 12 students appearing for Board exams. KCET, GUJCET & MHT CET (supposed to be conducted in April) are expected to be postponed to May tentatively. CBSE has also postponed its exam for now and will release the revised dates on March 31, 2020. It is not incorrect to assume that we will soon see many other organisations follow suit and a whole lot of entrance exams in India be further postponed due to Coronavirus. Looking at the state of affairs, it is a matter of concern what the impact of COVID-19 (Coronavirus) will have on the higher education system in India.

UNIVERSITY STUDENT’S ATTITUDE TOWARDS VIRTUAL LEARNING DURING COVID-19 PANDEMIC IN NEPAL

Background: COVID-19 has put huge impact on our day to day life. Needless to say, the lockdown has hugely affected the education system as well. The purpose of this study was to assess students’ perceptions and attitude toward virtual learning among undergraduate and graduate students of Nepal. Methods: A web-based cross-sectional study using Google form was conducted among 438 undergraduate and postgraduate students of various universities of Nepal under various academic programs. A structured questionnaire consisting of 15 items (5-point Likert scale) was distributed to the students using Google Form. Data was collected from October 2020 to December 2020. Data was analyzed by using SPSS and analyzed using descriptive statistical tools. Results: Among 438 students, more than half of the students had a positive attitude towards virtual learning. Most of the students used Zoom as a mode of application in virtual learning. More than one-third of the students found online classes effective only for theoretical subjects rather than numerical and practical subjects. More than 70% of students agreed that virtual learning could be taken as an alternative source for learning in the future. More than half of the students faced the problem of the internet during virtual learning. Conclusions: The significance of virtual learning is rising as the academic year has been disrupted due to COVID-19. Although online learning is a new method of learning that is being adapted due to COVID-19, the satisfaction level of most of the students was found to be good. The students agreed on using the distance learning approach in the future to enhance their knowledge.

Predictors of the Use of ICTS in Higher Education: Relevance and Readiness of Universities for Their Implementation

Nowadays higher education that does not implement information and communication technologies (ICTs) is inconceivable; this places new demands on the level of qualification of teachers and the development of professional competencies in students. Therefore, the study of the readiness of universities for the introduction of ICTs is a relevant issue. The purpose of the research is to determine the predictors of the readiness of higher educational institutions for the introduction of ICTs. For this purpose, 218 students and 196 teachers of Moscow City University (Russia) were interviewed. The respondents were asked to fill in a specially designed questionnaire that included 40 key questions aimed at assessing the use of ICTs and their impact on student performance. The data analysis involved the following two steps: determining the level of ICT use in the educational process and comparing the indicators of the two groups of respondents - students and teachers. Lack of awareness of students on the introduction of new methods of learning in the educational institution was revealed in the course of the study. Although students and teachers note the steady development of the use of ICT in the educational process, they are not inclined to assess this area as the leading strategic goal of the institution. The primary task of ICT use in higher education is to train teachers and improve their skills. The use of ICT improves the quality of education and competitiveness of higher educational institutions, contributes to the development of professional competencies, but does not have a significant impact on the academic performance of students. Predictors of the use of ICTs in higher education are blended learning focused on the use of online technologies and independent work of students, virtual laboratories, as well as the development of open education and the MOOC system. The development of standardized quality control criteria will ensure the equality of diplomas in online and offline education.

Using Student Generated Memes to Review Content and Build Class Community

Memes in popular culture are defined as an amusing or interesting item (such as a captioned picture or video) or genre of items that is spread widely online, especially through social media. In the Spring of 2020 biological memes became an integral aspect of my small 400-level Cancer Biology course at Westminster College, organically developing as a course component through student initiative. One individual emailed the students and instructor a single meme tying the movie Shrek to the tumor suppressor p21, and this new method of learning and reviewing content quickly became an embedded aspect of the course. For the remainder of the semester students were encouraged (but not required) to add memes to an email thread as new content was learned. In addition, exam questions were used where the students used a provided meme to explain a particular concept. An end of semester survey was conducted to assess the students’ perceptions on the effect of memes on their ability to learn and review concepts. 60% of students indicated that they created memes (developing between 3 and 10 during the course of the semester) and 100% reviewed the memes of others. Likert scale rankings (1-5, strongly disagree to strongly agree) indicated that students believed that creating memes helped them learn (4.1) and review (4.2) course content, which was at a level just below the use of course notes (4.5). Similarly, they felt that reviewing the memes of others helped them to study content (4.3) comparable to making diagrams or reviewing notes (4.6). In addition to these potential academic benefits, meme use also helped to build a course community, one that became essential in the wake of a mid-semester transition to online learning because of the Covid-19 pandemic. This community building effect was likely due in part to students creating memes about the course experience in addition to those directly related to content. All of the students strongly agreed that meme bolstered a sense of class community both within and outside of the classroom. Furthermore, when the course transitioned online 90% of students strongly agreed that memes helped to maintain this community. This student initiated active learning methodology has since led to the incorporation of meme use in other courses at Westminster, as bonus activities to supplement learning. This presentation will look at the initial assessment of meme use, provide examples of course generated memes and student interpretations of their meaning, discuss possible future usage of memes as a learning tool, and explore plans to broaden research into the effectiveness of this methodology for engaging students with each other and their learning.

Satisfaction from Online Education among Undergraduate Students of Health Sciences in Punjab during Covid-19; An Online Survey

Background: The lockdown strategy has been implemented globally to contain the spread of current pandemic of COVID-19. Educational institutes around the globe are facing challenges and online learning is being carried out to avoid face to face contact during lockdown. Students have to adapt entirely new methods of learning through information technology. Objective: To assess the satisfaction level of health science students with online learning and use of internet during Covid-19 lock down in Punjab. Study Design: Cross-sectional survey. Settings: The data was collected from different institutes of Punjab using an online survey. Duration: Three months from May 2020 to July 2020. Methodology: A convenient sample of sample (N) 357 undergraduate medical students were included based on the response submitted through online questionnaire. Volunteer undergraduate students of MBBS, BDS, DPT, and Pharm D were included. The level of satisfaction was measure using Online Learning/Distance Education Questionnaire. Data was evaluated by SPSS version 22. Frequency tables and percentages was used to measure categorical variables. Results: 41 were males and 316 Females with mean age of 20.5±8.5. 15.6% Most of them had taken more than 03 courses online on computer for educational purpose. More than half students responded that they were motivated to attend online lectures. 23.52 % thought that they can pass any course is on internet-based study. 27.45% considered online and in physical classes as same. The access of internet was not issue for 50.98% students and 37.53% think that course can be completed online. Conclusion: The students were satisfied from online education during this time of transition of conventional classes to online classes. More than half of them felt no issue of internet and 37% think that course can be completed in this mode of education.

Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people

Technological progress has influenced the way we acquire knowledge and learn. On the other hand, the Internet provides fast access to information technology in different fields and thus, improves efficiency and saves time. The importance of online technology is especially emphasized in new methods for learning and education. This is particularly important among Generation Z (“Gen Z″), which derives knowledge from the Internet and is focused on a quick search of information. The aim of this paper is to determine how technology and the Internet affect the acquisition of knowledge by Generation Z, and which forms of knowledge acquisition this generation prefers. In our paper, the problem concerns various forms of learning and acquiring knowledge. Research was conducted among 498 young people actively using an online peer-to-peer knowledge-sharing community. The results of ANOVA analysis showed the respondents being more partial towards learning via mobile applications and video content over the traditional form. It also discovered that the students tended to emulate their teachers who integrated modern technologies into their curriculum and used it outside classroom hours for learning. The results of this research make several important theoretical contributions to the gap in knowledge acquisition by Gen Z, and provide several important practical recommendations for educators.

Learning to Localize Objects Using Limited Annotation, With Applications to Thoracic Diseases

Motivation: The localization of objects in images is a longstanding objective within the field of image processing. Most current techniques are based on machine learning approaches, which typically require careful annotation of training samples in the form of expensive bounding box labels. The need for such large-scale annotation has only been exacerbated by the widespread adoption of deep learning techniques within the image processing community: deep learning is notoriously data-hungry. Method: In this work, we attack this problem directly by providing a new method for learning to localize objects with limited annotation: most training images can simply be annotated with their whole image labels (and no bounding box), with only a small fraction marked with bounding boxes. The training is driven by a novel loss function, which is a continuous relaxation of a well-defined discrete formulation of weakly supervised learning. Care is taken to ensure that the loss is numerically well-posed. Additionally, we propose a neural network architecture which accounts for both patch dependence, through the use of Conditional Random Field layers, and shift-invariance, through the inclusion of anti-aliasing filters. Results: We demonstrate our method on the task of localizing thoracic diseases in chest X-ray images, achieving state-of-the-art performance on the ChestX-ray14 dataset. We further show that with a modicum of additional effort our technique can be extended from object localization to object detection, attaining high quality results on the Kaggle RSNA Pneumonia Detection Challenge. Conclusion: The technique presented in this paper has the potential to enable high accuracy localization in regimes in which annotated data is either scarce or expensive to acquire. Future work will focus on applying the ideas presented in this paper to the realm of semantic segmentation.

Forms and methods of remote control of university students learning

This article discuses searching for forms and methods of remote control of learning of university students. The importance of this problem is stipulated by the necessity to organize distance learning in existing environment and wide education opportunities supported by electronic resources and their purposeful use. The formulated hypothesis states that their controlled use would allow to perform efficient control of learning at all stages of training. In order to confirm this hypothesis, the authors presented the results of activities of university teachers aimed at searching for forms and methods of remote control of students’ learning. This article discusses managerial, cognitive, and axiological aspects of remote control. The trends of searching for efficient approaches to solve the formulated problem are analyzed. Opportunity to apply network interaction of students upon distance learning is considered as well as control of formation of professional activities upon remote access. The network interaction acts as a mechanism of selection of forms and methods of distance control, such as discussion of assignment in remote access using electronic resources, online presentation of photos and videos required for joint work of all group students, presentation of results of assignment execution on interactive whiteboard of internet platform, joint work using electronic resource to create project. The control processes of distance learning are very important in professional training. The control procedures allow simultaneous correction during learning at each stage, promote searching and implementation of new methods of learning. Application of the described forms and methods allows providing efficient control of learning.

The comparison of Linear and Nonlinear pedagogy on the learning of table tennis forehand stroke

Learning of sport skills is a complex process which is influenced by the individual differences. The purpose of the current research was to compare the Linear pedagogy and the Nonlinear pedagogy on the performance and learning of table tennis forehand stroke. This was a semi-experimental study that was carried out on 22 girls (9 - 11year). Random two groups after pre-test, participated in eight sessions to learn. Then, the immediate retention test was conducted, and after four weeks they took the delayed retention and transfer tests. Although, both groups had progress in accuracy scores also the Nonlinear group in all stages of post-intervention scored better marks, statistically, there was no significant difference between two groups (p>0.05). The results suggested that there are extra ways for learning, by searching and finding a proper movement solution can learn more easily, and recommends instructors to use new methods of learning.

A Remedy to the Misery of Language Learning Efficacy: Flipped Classroom

Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts, training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses.

COVID-19 pandemic: Early effects on pediatric rehabilitation medicine training.

The COVID-19 pandemic hastened the need for graduate medical education (GME) innovation, resulting in the creation of multiple pediatric rehabilitation medicine (PRM) e-learning initiatives. There has been a paucity of data regarding trainee perceptions regarding quickly developed new methods of learning during the pandemic. This study explored PRM trainee perceptions of e-learning and effects of the pandemic on education. Questionnaire study with data collected via REDCap. Greater than half of PRM trainees (56.6%, 30/53) responded. Most respondents reported that the virtual lectures series (79.3%), journal club (78.9%), and virtual arts initiatives (75.0%) were valuable to their education. Common benefits noted included access to subject experts, networking, lecture recording, and location flexibility. Common concerns included lack of protected time, virtual platform fatigue, and decreased engagement. Most respondents were not redeployed. Relative to before the pandemic, less satisfaction with clinical education (70.0%) and greater satisfaction with non-clinical education (60.0%) was reported. The majority of graduating trainees felt positively (83.3%) and 16.7% were neutral regarding confidence to graduate. Trainees perceived national e-learning as valuable to their education, especially due to the access to expert leaders around the nation. Future work should explore ways to overcome barriers and optimize benefits of GME and PRM e-learning.

Using Social Media as a Dynamic Supplement to Traditional Teaching

Covid-19 pandemic brought many changes in our lives and lead us to find new ways of didactic teaching. Social distancing has forced us to create new methods of learning. Social media use is pervasive. It is not just a means to connect with others, engage with news content, share information, and provide entertainment; it is also a platform to learn. The use of social media in medical education has increased with trainees, practitioners, and educators adopting these communication tools to facilitate learning, practice improvement, and knowledge translation [1]. Resident doctors at a University-affiliated hospital started a project of interpreting EKG using "WhatsApp" to provide an on-demand and dynamic platform to residents where they can ask questions about EKGs and collaborate to learn from peers and experts. The experience revealed that residents could participate in this learning exercise at their leisure while not constrained by their patient-care requirements. While social media cannot replace traditional teaching, it can be used as a supplemental tool to empower the students to get the skills they need to succeed. Such experiments are successful with Twitter, YouTube and other platforms also. In recent times COVID forced us to use distance learning using Zoom, WebEx or similar platforms.

A CASE STUDY ON THE APPLICATION OF WEB-BASED BLENDED LEARNING

This empirical study focuses on private university students’ perceptions regarding the advantages and limitations of web-based blended learning using a learning website. The focus is on the use of a learning website as an additional learning method combines with the traditional face to face learning instructions. This new method of learning is known as Blended Learning. It is transforming learning and teaching in higher education institutions. The sample consist of 40 randomly picked university students from various programs. Two questions raised: (1) What are students’ perceptions of the advantages of web-based learning? (2) What are students’ perceptions regarding the limitations of web-based learning? The results indicate clear advantages of this new experience in broadening students’ views on different methods of learning. Furthermore, this study highlighted that the learning web serves as helpful simulations in which enable students to experience the real learning experience and enable students to interact with each other virtually. The component on advantages gathered students’ feedback on how the learning website provides an environment for more effective learning strategies. However, several research findings showed some gaps and limitations that need to be handled wisely. This paper is to discover the roles and challenges of web-based learning on students’ learning.