School Lectures Research Articles

Synchronous and Asynchronous Teaching: Realigning Teaching Approaches to a VUCA World

The pandemic brought many challenges, stress and difficulties and, for many individuals and institutions, an unprecedented uncertainty levels. Many countries are still moving from relaxing to tightening lock-downs. While causing major disruptions, VUCA situations provide important and acute lessons. Our symposium brings together an international group of authors whose four papers (spanning quantitative, qualitative and case study methodologies) that investigated how students, academics and business schools responded to the challenges brought by the pandemic. The four papers discuss complimentary issues: Swiss school faculty emotional reactions and gaining resilience; the challenges that lecturers in Canadian business schools using Experiential Learning faced when attempting to translate those methods to the virtual classroom; how lecturers used a Transformative Learning Pedagogy approach to design a doctoral research methods course delivered online in the US; and an analysis of several ethical dilemmas that faced a leading Indian business school and how they were met. The insights that these scholars bring are relevant not only for the changes in teaching modes brought about by the pandemic but for a host of unexpected situations faced in an increasingly VUCA world. Exploring the Lived Experiences of Faculty Negotiating the Challenges of Remote and HyFlex Delivery Presenter: Ruth Puhr; Les Roches Global Hospitality Education Presenter: Rachel Germanier; Les Roches Global Hospitality Education The Experience of Integrating Experiential Learning into Online Courses amid the Covid-19 Pandemic Presenter: Melanie Ann Robinson; HEC Montreal Presenter: Marine Agogue; HEC Montreal Presenter: John Edward Fiset; Memorial U. of Newfoundland Presenter: Chantale Mailhot; HEC Montreal On Becoming a Qualitative Researcher: Transformative Learning Pedagogy in an Online Research Course Presenter: Kathy Dee Geller; Fielding Graduate U. Presenter: Kristine Lewis Grant; Drexel U. Presenter: Joy C. Phillips; Drexel U. Moral and Ethical Dilemmas during the Rapid Transition to Synchronous Online Teaching Presenter: Vasanthi Srinivasan; Indian Institute of Management, Bangalore Presenter: Sourav Mukherji; Indian Institute of Management, Bangalore

Financial Performance on Improving The Quality of Human Resources in Higher Education

This study aims to analyze and understand financial performance in improving the quality of human resources in high school lecturers. This study uses a qualitative data collection case study type. The data collection technique is done through interviews, observation, and documentation. Meanwhile, the data analysis was carried out circularly, starting with data collection and reduction and concluding. The results showed that financial performance to improve the quality of human resources through the balanced scorecard approach at the University of Muhammadiyah Berau was effective. This is because the university's Balanced scorecard can identify strengths and opportunities for improvement related to leadership, vision, values, and strategy, focusing on finance, customers, internal processes, human resources, and performance excellence.

Determinants and Outcomes of In-person Lecture Attendance in Medical School.

IntroductionAttendance at in-person lectures in medical schools is declining with nearly 28.8% of all active, second-year medical students who reported “almost never” attending in-person lectures during their preclinical years. The objective of this study was to explore the relationship between medical student attendance and performance and investigate students’ goal orientation as factors influencing their decision to attend.MethodsParticipants completed a survey at the end of their second year that asked to self-report attendance during each of the three preclinical semesters, factors that influenced attendance, and measured their goal orientation (GO). Student performance outcomes included all courses in the preclinical curriculum and USMLE Step 1 scores.ResultsThere was a statistically significant reduction in frequency of attendance after each subsequent semester (p < .001). Third semester attendance, but not learning GO, was positively related to M2 course performance. Prove performance GO was positively related and third semester attendance was negatively related to Step 1 score after controlling for M2 course performance.ConclusionsThe pattern of declining lecture attendance in medical school with the rapid adoption of virtual learning triggered by the Covid-19 pandemic indicates students have taken more control over where and when they learn. Our results showed that students perceived in-person attendance at lectures was more valuable for balancing keeping up with coursework and maintaining social relationships and less valuable for efficient Step 1 preparation. Students’ goal orientation may help identify individuals who are less likely to attend in-person. The full impact of the COVID-19 on student learning is yet to be determined.

Exploring the Domains of Faculty Development Programmes for Malaysian Medical School Lecturers: A Qualitative Study

Faculty development programmes (FDPs) are recognised to be effective mechanisms by which to enhance medical education. They cover various domains of both the clinical and non-clinical environments; however, the available data on these programmes are insufficient. The aim of this study was to explore the domains covered in FDPs conducted in Malaysian public medical schools. A qualitative approach was used for this study, which involved 30 participants from five Malaysian medical schools in 2019. The inclusion criteria for the study were (a) participants were lecturers who had served at least five years, (b) participants had experience with FDPs, and (c) participants were medical doctors. Trainee lectures were excluded from the study. Document analysis and focus group discussions were utilised for the collection of data. The data were analysed using the ATLAS.ti software and the inductive thematic analysis approach. The data analysis indicated three themes (personal attributes, professional attributes and curriculum management); six categories (communication skills, teaching and learning methods, e-learning, student management, assessment and research methodology) and 13 sub-categories namely, interpersonal communication, intrapersonal communication, adult learning, instructional models, problem-based learning (PBL), clinical-based learning (CBL), team-based learning (TBL), multiple-choice question (MCQ), single best answer (SBA), objective structured clinical examination (OSCE), standard setting, qualitative research and quantitative research. This study demonstrates the significant role played by FDPs in Malaysian public medical schools. Medical faculties are advised to incorporate all these domains into their development programmes.

DĖSTYTOJŲ KVALIFIKACIJOS TOBULINIMAS VILNIAUS UNIVERSITETO ŠIAULIŲ AKADEMIJOJE STAŽUOTĖMIS

The editorial discusses the attention given to the development of human intellectual potential of lecturers, the strengthening of competences at Vilnius University Šiauliai Academy. The project “Optimization of the Network of Higher Education Institutions and Improvement of the Quality of Studies by Connecting Šiauliai University to Vilnius University” has been prepared and launched. The project activities aim to help lecturers acquire new pedagogical, subject, methodological, psychological knowledge, abilities and skills that are necessary for the qualitative training of future pedagogues. One of the opportunities is internship in Lithuanian and foreign education institutions. Internships for high school lecturers are essential for the development of qualification, competencies and personal development, especially for those who do not have real pedagogical practice in education institutions. Actual school situations, practical examples and various problem cases enrich the content of the subject much more than theoretical preparation alone. The internship is beneficial not only for the lecturer participating in it as an opportunity to improve qualification, to expand competencies, but also for the hosting school – the lecturer has a direct opportunity to share the results of their researches and research-based insights on certain aspects of the educational process, cooperation with parents, to give recommendations on the improvement of the educational process, the inclusion of parents in school activities. This strengthens the relationship between teacher training higher schools and practitioners, and provides further opportunities for mutually beneficial cooperation. Keywords: educational process, hosting school, human intellectual potential, pedagogical practice

A MIXED METHOD STUDY ON THE EXAMINATION OF INSTRUCTOR SELF-EFFICACY PERCEPTION AND VIEWS IN FLIPPED LEARNING

The aim of this study is to examine the self-efficacy perceptions of lecturers in flipped learning and opinions of preparatory school lecturers about their self-efficacy in flipped learning. Convergent parallel design, one of the mixed research methods, is employed in the study. The study group consists of 31 Turkish lecturers who work at the School of Foreign Languages at Çağ University. The quantitative data of the research was obtained through the Flipped Learning Teacher Self-Efficacy Scale. Qualitative data was collected by open-ended questions form developed by the researcher. As a result of the study, it was concluded that the flipped learning self-efficacy perceptions of the preparatory school lecturers were at a high level. In addition, the lecturers stated in their views that their self-efficacy in flipped learning and technology use was at a certain level, but they have to continuously improve.

Stress among Medical Students Presented with an EEG at Suranaree University of Technology, Thailand.

A high level of stress among medical students is perceived as stress caused by strenuous medical programs and medical school is an extremely stressful environment, to begin with. For this reason, identifying stressors facing medical students is expected to enhance medical school lecturers' understanding, leading to a provision of assistance for adequate supervision. The purposes of this study were to investigate stress levels in daily life and the electroencephalogram (EEG) characteristics during daily life and pre-examination period of 2nd-year medical students at Suranaree University of Technology (SUT), Thailand, and to compare the EEG characteristics between these two periods. Medical Student Stressor Questionnaire (MSSQ) was used as a research instrument to collect data from sixty medical students. After that, EEG was administered in two periods for these studies (in daily life (baseline) and pre-examination 1 week). Paired t-test was used for analyzing the difference in the EEG characteristics in the 2 periods. The results indicated that the stress levels among medical students were mild (3.33%), moderate (53.33%), and high (43.33%). Academic Related Stressor (ARS) was found to be the main cause of stress among the subjects. All had a beta wave in 2 periods. In conclusion, stress among medical students can alter brain function as measured by EEG. The findings could assist medical schools in better understanding medical students' stress levels and planning how to teach in order to improve student achievement.

Modern and synchronized clinical anatomy teaching based on the BDIE method (board-digital dissection-imaging-evaluation).

Anatomy has historically been taught via traditional medical school lectures and dissection. In many countries, practical or legal issues limit access to cadaveric dissection. New technologies are favored by students and could improve learning, complementing traditional teaching. All students in second-year medicine at a single medical school were submitted to a novel anatomical course with digital tool exposure. We explored a new combined teaching method: a physical blackboard lesson synchronized with digital dissection, imaging and direct evaluation (BDIE). Synchronized dissection is broadcast live in the classroom and in partner medical schools. Following the course, students completed a short survey about their perception of this new anatomic clinical course. The survey included 183 students whom 178 completed the questionnaire, i.e., a 97% response rate. Ninety-nine percent of students thought this synchronized method useful to improve their understanding of anatomy and 90% stated it helped them retain this learning. This BDIE method, in conjunction with teaching guidelines and dissection, is highly appreciated by students who consider it helps them to acquire lasting knowledge.

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform.

Background: Before COVID-19, preclinical medical students traditionally attended didactic lectures in in-person settings. Due to social distancing, students were required to switch to online meeting platforms, such as Zoom. For medical students accustomed to in-person interactions, these changes may add more stress to the already stressful medical school experience. Furthermore, it was unclear if students’ stress levels were related to their preference for one learning modality over another. The purpose of this study was thus to explore associations between lecture modality (synchronous Zoom lectures versus live, in-person lectures) and stress in second-year medical students after they transitioned from a face-to-face learning experience to a fully online lecture platform.Methodology: Cross-sectional data were collected from 112 second-year medical students enrolled in a large U.S. medical school using an anonymous questionnaire delivered electronically via social media and emails. The survey contained items pertaining to students’ attitudes towards different types of lecture modalities and how they relate to personal stress. Descriptive data and Spearman’s rank correlation tests were conducted using IBM Corp. Released 2020. IBM SPSS Statistics for Windows, Version 27.0. Armonk, NY: IBM Corp.Results: This study examined correlations between preclinical medical school lecture delivery and personality type, stress levels, attendance, and burnout. Overall, no significance was found between mode of delivery and personality type. On the other hand, the mode of delivery significantly affected stress levels, attendance, and burnout. Moderate to strong correlations were found between the item “Zoom lectures have reduced stress compared to in-person lectures” and preference for Zoom, quality of education using Zoom compared to the in-person lectures, belief that Zoom lectures should continue as part of the curriculum delivery method, staying motivated with lectures fully online with Zoom, and liking that Zoom lectures save commute time to campus.Conclusions: Findings suggest that a fully online curriculum may play a role in reducing stress in medical students without compromising the quality of education.

Image establishment of a higher education institution lecturer in the new educational environment

The article justifies the need to transform the lecturer’s (professor’s) image in a changing environment, formulates the requirements for the image of a higher school lecturer (professor) in a new digital reality, determines the image formation stages. The study uses institutional and structural analysis methods, system analysis methods, human capital research methods, panel research and data collection method. The research paper can be used for the purposes of organising professional development for educational institutions lecturers (professors), organising trainings and courses on shaping and correcting the lecturer’s (professor’s) image. The article also gives an opportunity to understand the role of high education institution image in ensuring the effectiveness of his professional activities in the new information environment and substantiate the need for in-depth research in such areas as the psychology of teacher personality in professional activities, the impact of teacher personality on the educational process efficiency, the impact of lecturer’s (professor’s) image on the university’s rating indicators.

Critical success factors for Lean Six Sigma in business school: A view from the lecturers

Lean is a process improvement approach to improve organization’s efficiency by identifying and eliminate non-value-added activities, while Six Sigma is a methodology focused on reduction of process variation. The integration of both, namely Lean Six Sigma (LSS) drives organization on waste elimination, variation reduction and value creation, which ultimately enhancing organizational performance. LSS has been viewed by prior scholars as one of effective approach for business improvement regardless of manufacturing or services industry. However, the research of LSS in education sector, particularly for business school is relatively lacking. Hence, this research aimed to identify the critical success factors (CSFs) for LSS within a business school in Malaysia. The research also aimed to explore the relationship between the LSS, CSFs, and organization performance. There were six CSFs identified from literature review, while organization performance is assessed via the concept of system theory. The research was quantitative based with the lecturers in the business school as the targeted population. Questionnaire was distributed based on stratified sampling plan with 69 responded. Descriptive and Pearson correlation analysis result revealed that lecturers within the business school perceived that all the six LSS CSFs as “very important”, and strongly correlated with organization performance, except CSF “project selection and prioritization”. As implication, finding from this research suggested that the adaption of LSS between manufacturing and education sectors shared the commonality in term of CSF. However, the business school should look into project proposal from the lecturers’ perspective as an alternate source of process improvement opportunity.

Cross-Country Student Perceptions about Online Medical Education during the COVID-19 Pandemic.

(1) Introduction: Most educational institutions around the world have shifted from traditional face-to-face to online education amid COVID-19. This change may particularly impact medical students, whose education is heavily influenced by clinical learning experiences. Accordingly, we investigated medical students’ perceptions about positive and negative aspects of online medical education in Japan and overseas during the COVID-19 pandemic. (2) Methods: In-depth online interviews were conducted among 13 Japanese medical students and five medical students from Slovakia, Norway, and Hungary. Interviews were conducted from 23rd September to 3rd October 2020 using the snowball sampling method. Questions were focused on five main areas: Q1 the type of online education; Q2 advantages and disadvantages of online education; Q3 any changes in the relationship with teachers, friends, and family; Q4 any opinions about further improvements in online education; and Q5 any needs for affiliation with a particular university. Then thematic analysis was conducted. (3) Results: The results of the thematic analysis revealed the following four themes that represent the positive and negative aspects of online medical education; Theme 1: Timesaving and Flexibility; Theme 2: Technical problems and lack of digital skills; Theme 3: Unstandardized teaching skills; Theme 4: Lack of experience beyond medical school lectures. (4) Conclusions: While online education was found useful in terms of saving time and creating a flexible learning environment, many important drawbacks were noted such as internet and computer problems and unstandardized teaching skills, and lack of quality assurance. In addition, experiences outside the classroom such as making relationships with faculty and friends, conducting research and participating in extracurricular activities were missed, which they normally enjoy in college life.

A Mixed Method Study On The Examination Of Instructor Self-Efficacy Perception And Views In Flipped Learning

The aim of this study is to examine the self-efficacy perceptions of lecturers in flipped learning and opinions of prep school lecturers about their self-efficacy in flipped learning. Convergent parallel design, one of the mixed research methods, is employed in the study. The study group consists of 31 Turkish lecturers who work at the School of Foreign Languages at Çağ University. The quantitative data of the research was obtained through the Flipped Learning Teacher Self-Efficacy Scale. Qualitative data was collected by open-ended questions form developed by the researcher. As a result of the study, it was concluded that the flipped learning self-efficacy perceptions of the preparatory school lecturers were at a high level. In addition, the lecturers stated in their views that their self-efficacy in flipped learning and technology use was at a certain level, but they have to continuously improve.

Who is responsible for responsible business education? Insights into the dialectical inter-relations of dimensions of responsibility

One criticism of the globalisation of Business Schools is the propagation of an instrumentalist, functionalist and market-based approach to education. While programmes such as the United Nations Principles of Responsible Management Education initiative have attempted to promote more socially responsible practice and pedagogy within Business Schools, there is little evidence of significant change. Although the extant literature explores the response of educators to such initiatives, little is known about how management educators interpret and make sense of their and others’ responsibilities, particularly in the Global South. In this article, we critically explore the ways in which lecturers in a private Malaysian Business School locate social responsibility within their understanding of responsible business education. We identify dynamics of responsibilisation and elaborate the dialectical inter-relations of four dimensions of responsibility – individual, interactional, group and collective. Our findings reveal the limited impact of the disruptive potential of responsible business education in this instance. However, we argue that alternative theories of responsibility and responsibilisation, indicated in the dynamic inter-relations between the dimensions of responsibility, remain a potent source of inspiration for changes within business education. We offer suggestions to inform efforts towards transformatively oriented and socially responsible business education.

The Control, Systems and Stability Course of 8 Lectures in Middle and High School's Biology Curriculum: Design and Practice

Control issues in different advance research fields are now blossoming and making their irreplaceable contribution for modern society. But our next generation's cognition of control related knowledge is not enough. To help students open the door of “control”, this research designs a control, systems and stability course of 8 lectures in middle and high school's biology curriculum. In practice, this control-focused course has a good impact on students, attracting many of them choose further elective control-related courses/lectures provided by school itself and university control program entry-level MOOCs.

Perspectives of medical students on simulation-based training: the Nigerian experience.

simulation-based education (SBE) is becoming more prevalent in higher education. However, little is known of the perceptions of medical students towards this training approach. The objective of this study was to explore the perceptions of Nigerian medical students on manikin-based and virtual simulation training. in January 2019, a paper-based 25-item survey on simulation-based training was administered to a convenience sample of 120 medical students in the 4th year (400 level) and final year (600 level). Data were analysed using descriptive statistics, Pearson´s chi square, and the Fisher´s Exact test. a total of 95 surveys were completed (RR 79%). Respondents were mostly 21-30 years 95 (81%) and about half were female 60 (51%). Under half of 600 level students 22 (38%) reported receiving simulation-based training in Basic Life Support. A lack of curriculum 27 (28%), instructors trained in simulation education 31 (33%) and funding 52 (55%) were perceived as challenges to manikin-based simulation. Lack of awareness was the greatest single challenge to online simulation 50 (53%). A majority of medical students 181 (96%) owned smartphones, but only 3% (n=3) of respondents had experienced a virtual reality (VR) simulation. If facilities were available, 99% of respondents would recommend the use of online simulation. there is an opportunity for increased exposure to simulation-based training during undergraduate medical education in Nigeria. Instruction in simulation methods for clinical lecturers in medical schools would increase awareness of the potential advantages of simulation-based training and access for medical students to simulation education.

Zagraniczni wykładowcy pracujący w szkołach brackich w XVI-XVIII wieku na terenie Rzeczypospolitej

The article represents a catalog of Orthodox brotherhood school lectures. Among the lecturers from brotherhood schools was a big group consisting of of Greek sages. The most famost among them was egzarh Kirill Lukaris, Dionisios Rallu – Kizikos metropolitan, Nicephor Parashes Kantakuzen – the envoy of the Constantinopole patriarch, Emmanuel Achileos – religious polemist, the monk Teofanis, Eustachy Nathanael who came from Crete and Emmanuel Moschopulos and Paisius Ligardis – orthodox metropolitan of Gaza.

The Educational Curriculum Reform in Indonesia: Supporting “Independent Learning Independent Campus (MBKM)”

Curriculum reforms in Indonesia are now allowing students to become independent learners in the sense that they are central to the teaching and learning process. This change is a new requirement for teachers and school lecturers to support students with educational strategies that allow them to actively participate in the learning process. This is in line with the new curriculum idea for self-study and independent campuses launched by the Ministry of Education, Culture, Sports, Science and Technology to better prepare students to face the challenges of the world of education. Due to this change, Indonesian English teachers are strongly encouraged to overcome the challenges faced by their students and find the best teaching methods to achieve the best learning outcomes. However, teachers and students have different views on the implementation of English language teaching, so the results do not always meet expectations. Thus, this literature review discusses several issues related to English, including English for teaching, English strategies for teachers, independent self-study on campus, and issues of teaching English. Moreover, the main purpose of this article is to acknowledge to the reader that mainly teachers and students need English, because English is important for the development ofeducation in Indonesia.

Competency framework of school psychologists in Vietnam schools

A competency framework points out the requisite skills and knowledge of a particular occupation. A competence framework enables institutions to easily identify areas where remedial training may be required; thereby training quality and ultimately public safety could be improved also. This study was conducted to build up a competency framework for school psychologists in Vietnamese. 91 school psychologists, lecturers, and psychologists from Ho Chi Minh City, Binh Duong Province, Long An Province, Vinh Long Province, Can Tho Province in Vietnam participated in the survey process. The findings of our study showed that the competency framework for school psychologists in Vietnam includes three main components: (1) professional knowledge, (2) counseling skills, and (3) attitude and moral qualities.

Book review: A. Fowler and F. Ng (Eds.), 2020. Glaciers and Ice Sheets in the Climate System: The Karthaus Summer School Lecture Notes.

Book review: A. Fowler and F. Ng (Eds.), 2020. Glaciers and Ice Sheets in the Climate System: The Karthaus Summer School Lecture Notes.