Online Teaching Methods Research Articles

Using Online Teaching Methods and Smart Learning Techniques to encourage Undergraduates to Study Sciences at Bethlehem University

Using Online Teaching Methods and Smart Learning Techniques to encourage Undergraduates to Study Sciences at Bethlehem University

Balancing Work and Early Childhood Education: Exploring the Double Burden Faced by Working Mothers During the Covid-19 Pandemic in Malaysia

This research paper focuses on the concept of the double burden or second shift expereinced by women in the context of paid amd unpaid labor, with a particular emphasis on the role of mothers. Historically, women have shouidered various reponsibilities related to their children, ensuring their well-being and development. However, the COVID-19 pandemic and subsequesnt government-imposed lockdown measures have added a new challenge for working women with pre-schoolers: facilitating their education at home. This task proves particularly demanding as pre-schoolers heavily rely on adult assisstance and e-learning platforms. Moreover, the bundaries between work and home have become increasingly blurred for mothers working from home, intensifyig expectations and blending various responsibilities within a single shift. To shed light on this issue, this article presents insights obtained from semi-structure interviews conducted with 20 working women in Malaysia who have pre-school-aged children. Specifically, the research explores the active involvement of women in supporting pre- schoolers’ online education, their perceptions of online educational methods employed by kindergartens, strategies for facilitating pre-schoolers’ learning experiences, and coping mechanisms employed by working mothers in handling the challenges of online education for pre-schoolers. Through this study, a comprehensiveunderstanding of the experiences and perspectives of working women with pre-schoolers in Malaysia during the COVID-19 pandemic is achieved. The findings contribute to the existing knowledge on the double burden faced by women, shedding light on the unique challenges arising from the increased responsibilities related to pre-schoolers’ online education. Ultimately, the research aims to uniform policymakers, educators, and employers about the specific needs and support required by working mothers to ensure a more equitable distribution of responsibilities and enhancework-life balance in times of crisis.

950 Optimising Remote Near-Peer Teaching for Undergraduate Clinical Orthopaedic Skills - a Series of Quality Improvement

Abstract Aim Undergraduate medical education has changed significantly following the COVID-19 pandemic, necessitating the adaption of medical education to an online environment. The aim of this quality improvement project was to develop and refine a series of online orthopaedic teaching sessions to supplement history and examination teaching within the undergraduate curriculum. Method Near peer tutorials, led by final year students, were delivered to year 4 students at the University of Edinburgh Medical School. The series of interactive tutorials ran three times throughout the academic year. Qualitative and quantitative feedback was collected, and the tutorial content adapted and improved for future sessions. Attendees ranked their confidence to deal with orthopaedic pathology pre and post session on a Likert scale to quantify the value of these sessions. Results Attendees ranked their confidence in dealing with orthopaedic pathologies on a 1-10 Likert scale to quantify the effectiveness of the teaching sessions. Cycle 1 for the history and examination tutorials demonstrated a +2.75 (p = <0.001) and +3.15 (p = <0.001) mean improvement in overall student perceived ability. By cycle 3 this was increased to 2.64 (p = <0.001) for the history tutorial and +3.5 (p = 0.027) for the examination tutorial. Conclusions We have demonstrated that traditionally practical skills including history taking and orthopaedic examinations can be successfully implemented in a virtual environment. Online teaching methods can be utilised with great success within undergraduate trauma and orthopaedic teaching. Ensuring session interactivity, limiting session duration, and providing students with live feedback can greatly improve student satisfaction and thus improve the learning experience.

ONLINE MEDICAL EDUCATION PERSPECTIVES IN KAZAKHSTAN AND CENTRAL ASIA

Introduction. Medical education should review online teaching methods so that doctors can use digital information effectively. Virtual education was well received during the pandemic, and teachers and students expressed satisfaction. However, male teachers and students adapted better than female teachers and students. Although online education has advantages, traditional offline education should only be replaced partially. Universities should focus on the development of virtual education and teacher training.
 Methods. We thoroughly analysed research works published on Web of Science, PubMed, and Scopus from the creation of these databases until May 2023. Our search terms included "Distance learning", "Online education", "Medical education", and "Central Asia", and we limited our search to English language articles. We also reviewed the literature lists of all the studies we found to identify potentially relevant articles. We carefully read all the studies and articles we identified, paying attention to the authors' names and publication dates to avoid data duplication.
 Inclusion and exclusion criteria. To conduct a thorough search, we searched for research articles published in journals that undergo peer review and are written in English. We only included studies that involved medical students and excluded articles that did not relate to distance learning, were published in non-peer-reviewed journals, or needed to be written in English.
 Conclusion. Higher education faces similar challenges and opportunities in the post-pandemic era, despite variations in cultural backgrounds and educational systems across countries. Improvements are also needed in online medical education, which can be achieved through the development of online training courses, individual tracking, technical control, professional support, and specialised evaluation. Such improvements will make medical training more accessible and sustainable for doctors in all areas. Innovative technologies will be necessary to ensure high-quality medical education in the future.

Exploring Secondary School Students' Perspectives on Online Teaching: A Comprehensive Study

The rapid integration of online teaching into the education landscape has brought forth new paradigms and challenges for educators, students, and institutions alike. This comprehensive study delves into the perspectives of secondary school students regarding online teaching methods. Through a mixed-methods approach encompassing surveys, interviews, and content analysis, this research aims to capture a nuanced understanding of students' experiences, preferences, and concerns in the realm of online education. The study examines factors influencing engagement, satisfaction, and learning outcomes in the virtual classroom, shedding light on the effectiveness of different online teaching approaches. By uncovering the multifaceted viewpoints of secondary school students, this research contributes valuable insights that can inform pedagogical strategies and technology integration for optimizing the online learning experience.

Impact of fully online flipped classroom on academic achievement in undergraduate dental education: An experimental study.

The last two decades have seen a shift towards blended learning in education due to technological advancements. This study focuses on dental education, comparing two blended learning models -enriched virtual and fully online flipped classroom - in terms of academic achievement, aligning with the Association for Dental Education in Europe's competencies. The research was modelled in a quantitative design with a pre-post-test control group experimental design. The study was conducted at Ege University Faculty of Dentistry in Turkey for 4 weeks with the experimental (n = 44) and control (n = 39) groups divided into two groups by impartial assignment. To the experimental group, the theoretical part of the course was tried to be conveyed before each lesson with video lessons prepared with EdPuzzle containing reinforcement questions and a question set consisting of case questions. The practical learning objectives of the course were tried to be gained through the discussion of the previously presented case questions in the online synchronous course. As tools for collecting data, a unique academic achievement test, a course evaluation form and a semi-structured qualitative data collection form were used. It was seen that the flipped classroom model had a more positive effect on students' academic achievement than the enriched virtual classroom model. The general satisfaction levels of the participants regarding these two models are also higher in favour of the flipped classroom model. This study provides significant findings for educational institutions, policymakers and educators about the impact of fully online teaching methods on academic achievement. In this context, the flipped classroom method can be preferred both in cases where education is blocked and in dental education institutions that want to ensure digital transformation efficiently and partially remotely.

Adapting to the New Normal: The Teaching and Learning of Parasitology Course During Covid-19 Pandemic

Introduction: The emergence of Coronavirus disease (COVID-19) has had the Malaysian Authorities enforce strict actions and tactical strategies to control the widespread disease. Education was one of the sectors greatly affected during that period. Hence, this survey was carried out to investigate the challenges in adapting to the new norms of which academicians and students face in teaching and learning Parasitology subjects in Malaysia. Methods: The qualitative explorative questionnaires (online survey) were administered to academicians and students who volunteered to participate in this study from February 2021 till April 2021 via Google form. Results: Based on the results gathered from pools of academicians and students (n=142), many academicians prefer the online teaching method (60%) over the physical, face-to-face teaching method. Surprisingly, 60% of the lecturers and 75.5% students were neutral on the question whether virtual online practical lesson is efficient as a live session for teaching. The current study has found that the COVID-19 pandemic lockdown had varying degrees of impact on most participants’ academic achievement. Conclusion: Online teaching offers more freedom to lecturers and students to learn at their own paces and spaces. The recommendations from academicians and students indicated that they welcomed and were comfortable with online learning methods for Parasitology subjects in the future. However, as the laboratory practical, they prefer it to be held via physical (face- to face) sessions.

Student Perceptions of Their Online Learning Experiences

When the World Health Organization declared a global pandemic in March 2020, educational institutions abruptly moved course instruction to online formats in synchronous or asynchronous formats. As a result, students were forced to adapt to the new learning method and change the way they had previously thought of courses. A study was conducted of 135 undergraduate students in agriculture enrolled in four different courses at the University of Tennessee at Martin. The study sought to examine traditional, on-campus students’ perceptions about their experiences with online learning as a result of the COVID-19 pandemic, and how these perceptions related to their learning styles and personalities. Also assessed was how different online teaching methods impacted students’ perceptions on how connected they felt with professors and classmates. Results indicated that students who are extroverted and classified as kinesthetic or visual learners had more positive perceptions about online instruction. In addition, the more semesters of college a student had completed, the more positive their perceptions of the online experience.

The Research on Online Teaching of Chinese College Students during the COVID-19 Pandemic

In the contemporary evolving world, online teaching has become an indispensable education pattern with the advancement of technology and society. As the newest members of society, college students have a high likelihood of experiencing various problems under this scenario. As a result, this paper mainly investigated and examined the online teaching activities during the COVID-19 pandemic. The study measured the impact of online teaching methods on academic performance of students and their attitude towards the course. The research was conducted through a survey on a sample of Chinese college students. After the collection and analyses of detailed data, certain issues were identified and provided with resolutions. The findings suggested that online teaching has both advantages and disadvantages, and different individuals possessed different evaluations of online teaching. Additionally, factors affecting the quality of online teaching were analyzed and relative resolutions were provided. The study concludes that online teaching can be an effective and practical method for Chinese college students with further development.

Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic.

During the coronavirus disease 2019 (COVID-19) pandemic, traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization. In this context, it is important to investigate the necessity and effectiveness of online teaching methods for medical students. This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses (MOOCs) for oral medicine education during the pandemic. To investigate the current situation and challenges facing stomatology education in China, and to assess the necessity and effectiveness of online teaching methods among medical students. Online courses were developed and offered on personal computers and mobile terminals. Behavioral analysis and formative assessments were conducted to evaluate the learning status of students. The results showed that most learners had already completed MOOCs and achieved better results. Course behavior analysis and student surveys indicated that students enjoyed the learning experience. However, the development of oral MOOCs during the COVID-19 pandemic faced significant challenges. This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation, but emphasizes the need for careful design and positive feedback to ensure their success.

Implications on the Effectiveness of Online Tertiary Education at Higher Education Levels of Imparting Education in Zambia

This article aims at analyzing the effectiveness of the online tertiary education at higher education levels in Zambia. The background of this study is based on the policy direction of the revised curriculum of 2013 where stress and emphasis was given to teaching in Colleges and Universities using online teaching and learning platforms. The need for online teaching and learning methods has become the priority in most institutions of the world and in the space taken to study in this paper. This type of system is to enhance teaching prospects to students staying in distance from the place of the establishment of the institution. Furthermore, the pandemic effect on society in most parts of the world favored the tertiary teaching learning methodology and strategizes the innovative approach to imparting of education that became the most need to the reality in modernity. Nevertheless, this paper harps on the effectiveness of such an approach and a sample space was taken to comprehend the practicality of such usage. On analytical performances to derive a positive result, questionnaire method was taken to practice, which was specially designed to be used amongst the students of higher education levels. More than 100 students were taken for sample space and the students from the universities and colleges of varied professionalism took part in the survey. The survey turned to be a positive expression of effectiveness as taken to study.

Face-to-Face, Online or Hybrid, Which Model is Preferred by University Students And Why?

Teaching model preferences of current university students and the factors explaining them indicate educators and decision makers how to design future higher education system. The literatüre indicates the importance of teaching, social and cognitive presence, gender and experience for sustainability of online environments. Therefore, this study aims to examine to what degree university students' experiences and opinions affect their teaching model preferences (face-to-face, online, hybrid). 5504 university students participated to the study and the data were collected by an online questionnaire. gender, opinions about the complexity of the learning management system, the sufficiency of digital materials, knowing how to solve problems during online learning, course participation preferences, online teaching methods (synchronous, asynchronous, both) preferences and teaching, social and cognitive presence levels are the factors of the study. Two-way contingency table analyses using Pearson \chi^2 and multinomial logistic regression model (MLR) were applied to determine the factors affecting the teaching model preferences. The results indicated that 71.2 prefered online supported methods (online, hybrid) while only 25.8% preferred wholly face to face methods. Interestingly, more than half of the females preferred face-to-face and hybrid, while more than half of the males preferred online education. the teaching preferences of the students are dependent of the determined variables and Community of Inquiry elements that addressed in this study.

Assessment of satisfaction level among university teachers of Doctor of physical therapy program on online teaching during COVID-19 pandemic: A cross-sectional survey

Background: The recent covid-19 pandemic has also displayed a worldwide increase in online education as a method of learning, at an exponential rate. In the wake of the COVID-19 pandemic, the education program of physical therapy abruptly moved from on-campus to remote online medium. Objective: to find out the satisfaction level of the faculty of Doctor of Physical Therapy (DPT) in twin cities of Pakistan. Methodology: A cross-sectional survey was conducted on faculty members of various universities having the Doctor of Physical Therapy program students in Islamabad and Rawalpindi, Pakistan. A total of n=120 participants between 24 to 60 years were recruited through a nonprobability purposive sampling technique. The research team used the Online Faculty Satisfaction Survey (OFSS) which has a total of 34 questions and was designed to quantify and authenticate the satisfaction of faculty regarding the students, teaching mode as well as the institutions. Questionnaires were distributed through emails and other social media applications i.e. Facebook and WhatsApp. Results: The mean age of participants was 29.4± 6.5 years with 63.3 % females & 36.7% males. The Satisfaction levels were different among the participants. A total of n=66(55%) of participants were less satisfied with the online method of teaching whereas n=42 (35%) shows a higher level of satisfaction. The remaining 10% showed various responses regarding satisfaction level i.e. average n=4 (3.3%), moderately satisfied n=4 (3.3%), neutral n=2 (1.7%), satisfied n=2 (1.7%). Conclusion: This study concluded that the faculty of Doctor of Physical Therapy (DPT) was less satisfied with online teaching methods due to the lack of face-to-face interaction and practical components of studies. Keywords: COVID-19; education; faculty satisfaction; pandemic; university teacher.

An Innovative Approach in The Field of Higher Education: Blended Learning and Massive Open Online Courses

E-learning is currently growing daily, and Blended Learning and massive open online courses are vital tools for implementing this notion. This paper sheds light on the Blended Learning and massive open online courses concepts. Blended Learning is an innovative concept that in the classroom clinches the advantages of both teaching modes, traditional and online teaching methods. MOOCs take place online by default and they are free, which is evident in this research with multiple meanings. The current paper aims to address blended learning and massive open online courses, their main characteristics, benefits, and its implementation in the Pakistani scenario. The recent paper also explores how a blended learning and massive open online courses approach needs to be adopted to attain better results.

The Impact of Online Education of Practical Courses on Pharmacy Students Practical and Communication Skills: Students’ Perceptions

The quarantine during the COVID-19 pandemic has forced universities to continue their education courses remotely, including practical courses. However, delivering practical laboratory courses was challenging, since all simulation laboratory courses lack real hands-on experience. The purpose of this study was to assess student’s perception of the impact of online delivery of hands-onlaboratory courses, on pharmacy students’ practical and communication skills. An anonymous Microsoft®Forms-based cross-sectional questionnaire was sent to potential participants at the University of Jordan Pharmacy School. Students’ responses were analysed using SPSS® 23.0 software. A total of 274 online surveys were completed. About 69% of students preferred the hands-on laboratory courses and about 62% of students did not find online labs as effective as hands-on laboratory courses. About 73% of students think that online learning negatively affected their practical skills. Approximately 76% of students think that direct working in the lab improves their communication skills. Overall, Students prefer the traditional lab for practical course learning and think that learning online has negatively affected their practical and communication skills. This emphasises that pharmacy schools should consider the nature of practical courses when it comes to online educational methods inclusion into their curricula, to maximize the benefits delivered to students while matching students’ needs and preferences.

The Online Learning Process Increases the Learning Motivation of Nursing Students at the University of Indonesia Maju During the Covid-19 Pandemic

Introduction: Due to the spread of the Covid-19 virus which has resulted in the entire teaching and learning system in educational institutions switching to online teaching and learning methods. Disruption of the learning process causes several changes in students which ultimately affect their learning motivation. Learning motivation itself is a driving force or impetus that can make someone interested in learning so that they will learn continuously. Factors that can affect student learning motivation are factors that are within oneself (intrinsic) and factors that are outside oneself (extrinsic). Objectives: To find out the relationship between the online learning process and the learning motivation of Universitas Indonesia Maju nursing students during the Covid-19 pandemic. Methods: Correlational research method. The population in this study was the 7th semester of advanced nursing students at the University of Indonesia as many as 75 people and the sampling in the study used the Total Sampling technique and amounted to 75 respondents. The instruments in this study are the online learning questionnaire and the learning motivation questionnaire using a Likert Scale given to students. The data analysis technique in this research is a Univariate and Bivariate Test using a nonparametric statistical test, namely Spearman Rank (Spearman Correlation). Results: The results of the study found that there was a significant relationship between the online learning process and the learning motivation of the University of Indonesia Maju students during the covid-19 pandemic with a p-value of 0.023 <0.05 with a close level of relationship between variables of 0.262, which means it is sufficient. Conclusion: There is a relationship between the online learning process and the learning motivation of advanced Indonesian university nursing students during the covid-19 pandemic.

Digitalization of Higher Education in 2021 – Challenges for University Students In Russia

Digital educational platforms emerged as an anticipated technological response to the need for the modernization of higher education. The digitalization of education was promoted at the state level as a strategy and an instrument to improve the quality and competitiveness of education. In 2020, the coronavirus pandemic accelerated the transition from the classroom to online-only, revealing the lack of purposeful online teaching methods, and insufficient digital competence among teachers.
 The authors analyzed publications by foreign and Russian researchers to highlight the common problems of higher education digitalization, including datafication, limited capabilities of digital educational platforms, and the changing role of the teachers in e-learning. The article focuses on students’ attitudes towards online education, and their voluntary or unwilling involvement in the digital educational environment, considering synchronous, asynchronous, and blended forms of learning before and during the pandemic.
 The achieved results suggest that such factors as the novelty and accessibility of online courses at Western universities initially served as a factor of attraction the students, inviting them to diversify their studies in their own creative way. However, increased stress and workload, various technical problems, tough teachers’ control on the one hand, and poor feedback, on the other, weakened the popularity of the digital educational environment. When asked to compare the pros and cons of online education, most students spoke in favour of maintaining the blended education format, as it allows for reducing the workload and – to some extent – enables the students to take control of their education trajectories.
 This work is intended for educators and researchers interested in the challenges caused by integrating digital technologies into traditional forms of education.

온라인 하브루타 토론기반 인공지능 활용교육의 효과

Objectives The purpose of this study was to investigate the effects of online Havruta discussion-based AI application education on pre-service teachers' creative teaching efficacy. Methods For this purpose, 48 college students taking education method and educational engineering courses at K University in Seoul were randomly assigned to either experimental or control group, and eight topics on AI application education were conducted for eight weeks. The experimental group conducted online Havruta discussion activities in AI application education, and the students in the control group conducted a general online teaching method in AI education. Pre- and post-surveys were conducted in the control group and the experimental group, and covariance analysis was performed on the collected data to find out the difference in creative teaching efficacy of pre-service teachers between the two groups. Results It was found that there was a statistically significant difference in creative teaching efficacy between the experiment and control group. The experimental group showed higher scores in creative teaching strategy efficacy and creative thinking efficacy, which are sub-elements of creative teaching efficacy than the control group, which showed statistically significant differences. Conclusions This online Havruta discussion-based AI application education promoted high-quality discussions through continuous questions and answers to pre-service teachers, and improved creative teaching efficacy. This study, which applied the online Havruta discussion activities, is meaningful in that it presented specific ways to promote social interaction in an online educational environment and specific strategies for teachers to effectively apply artificial intelligence education in the authentic educational environment.

Nursing Students' Academic Performance using the Online Teaching Methods: The Experience from Jordan

Objectives: As a result of the COVID-19 pandemic, all courses shifted to online teaching. This paper aimed to estimate the impact of online vs. face-to-face course delivery on students' Grade Point Average (GPA) and to find if there is any difference in students' GPA based on selected sociodemographic characteristics. Methods: A cross-sectional design was used. A total of 3445 students enrolled in all faculties were included. Paired t-test, independent t, and ANOVA were used to answer research questions. Results: The online GPA was significantly higher than face-to-face GPAs among the total study population. The online GPAs for female students, students in middle years, and those from mainly theoretical fields or faculties were significantly higher than face-to-face GPAs. Conclusion: This study found that online instruction improved the academic performance of some students at certain phases. Online teaching benefited female students, colleges offering largely theoretical knowledge (law, Islamic studies, social studies), and middle-year students. Health and medical faculties were less suited for entirely online instruction. This study proposes online teaching as a valid and effective teaching method equivalent to face-to-face teaching methods under specific criteria: Entirely in theoretical disciplines or as part of programs as standing modules in practical fields, Female and middle-years students, especially those taking theoretical courses. The study also recommends that online teaching is a valid possibility amid extreme weather, health, natural, or political situations. Finally, online teaching should be implemented continuously to prepare staff and students for the application of online teaching during emergencies.

체계기능언어학의 ‘양태 표현’ 온라인 학습 가능성 탐색

Objectives The purpose of this paper is to propose an online teaching method to help learn “Modality” expressions of System Functional Linguistics (SFL).
 Methods We introduce the SFL terms “coherent realization,” “incongruent realization (grammatical metaphor),” and “systemic network of modality,” which is the entire system of modality. These three concepts from the SFL literature serve as the principles for analyzing and teaching the modality categories of Korean in this paper, and as the practical research methodology for constructing the online program manual in Chapters 4 and 5. Therefore, this paper takes the method of literature review, i.e., applying the principles of the literature to an online education program. “Out-of-video” learning is an essential factor in achieving learners' self-directed learning activities in online non-face-to-face classes. To be specific, the ‘out-of-video’ class is conducted in two stages. First, the ‘AI-tutor- preparation’ stage is subdivided into five sub-stages of activities. They are the knowledge activation stage, the interactive reading stage, the comprehension test stage, the dictation stage, and the role play stage. The paper is organized around the target sentences extracted from the masterpiece fairy tale. The “Review Activities and Feedback” stage is the stage where the students perform extended activities centered on the characters learned in this paper. To achieve this purpose, this paper uses Oscar Wilde's “The Happy Prince” as a teaching medium to make learners' basic knowledge and information more interesting.
 Results As a result of exploring teaching methods for advanced learners to learn ‘Modality expression’, it was confirmed that the lexico-grammatical realization of, Modality and the grammatical-metaphor of Modality can be distinguished and the Values (high, middle, and low) can be identified according to the type of Modality such as probability, usuality, obligation, and inclination. In addition, the online class system of repeatedly practicing target texts enables holistic learning in the areas of reading, listening, speaking, and writing necessary for language education, and online learning outcomes can usually be assessed immediately. However, in the case of writing activities, it was confirmed that the learning effect can be maximized only when the teacher's periodic feedback is actively conducted.
 Conclusions The significance of this paper is that we have proposed a practical teaching method that departs from the theory-infused teaching method of SFL. In other words, we have provided an alternative way for learners who are not SFL majors to engage with the SFL curriculum through the above online approach.