Virtual Teaching Platform Research Articles

Exploration of Constructing an Organic Chemistry Knowledge Graph Using the Virtual Teaching and Research Workshop Platform

Exploration of Constructing an Organic Chemistry Knowledge Graph Using the Virtual Teaching and Research Workshop Platform

A Preliminary Study on the ICT Facilities and Teachers’ View on Virtual Teaching and Learning for Autistic Students in Malaysia during Pandemic

The objective of this study is to examine the use of ICT by autism care centres (ACC) in Malaysia during the pandemic as well as to know the ACC teachers’ view on Virtual Teaching and Learning (VTL) platform. A preliminary study through site visits to four (4) selected care centres were carried out to get visual insight of ICT facilities used by them. An online survey was conducted to get feedback from the teachers on the perceived usefulness and their willingness to adopt the VTL. The site observation results found that all the care centres have basic ICT requirements that can help the teachers to access the internet and do e-filing records, but lack of ICT resources limits the VTL. The survey results reveal that more than 81% of the responding teachers are interested and support the implementation of VTL platform. They are confident that the platform able to aid them in VTL especially during pandemic. It is concluded that the objectives of the preliminary study are achieved and the VTL is very well accepted. Finally, further study on the digital model of teaching-learning that support the development of VTL platform is essential to move forward towards VTL implementation.

Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies.

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers' efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget's stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Design and Realization of Computer Network Virtual Experiment Economic Teaching Platform Based on Mathematical Image and Signal Processing

The emergence of computer network virtual experiment teaching provides the possibility to solve the limitations of hardware equipment and time for cultivating computer talents in colleges and universities. Although the network virtual experiment teaching platform can provide learners with an autonomous learning environment, the design of these modules still has problems such as weak integration with the teaching management system, immature functions, and high cost. In order to make the computer network virtual experiment economic teaching platform better integrate with the teaching management system, reduce the cost of investment and provide a better system environment for the development of functions; this research will design the virtual teaching platform through the method of mathematical image and signal processing. By analyzing the functional requirements of the users of the teaching platform, the overall design of the system is determined, and the designed system is specifically implemented and designed for performance testing and functional testing. The functional test results are combined with expectations. The average response time of the system in the performance test results is 0.30 s, which is in line with the expected results. The experiments show that the system designed and developed in this study works well.

Learning Outcomes in a Live Virtual versus In-Person Curriculum for Medical and Pharmacy Students.

BackgroundThe coronavirus disease (COVID-19) pandemic has been a source of disruption, changing the face of medical education. In response to infection control measures at the University of California, San Diego, the hybrid in-person and recorded preclerkship curriculum was converted to a completely virtual format. The impact of this exclusive virtual teaching platform on the quality of trainee education is unknown.ObjectiveTo determine the efficacy of a virtual course, relative to traditional hybrid in-person and recorded teaching, and to assess the impact of supplementary educational material on knowledge acquisition.MethodsA retrospective observational cohort study was performed to assess an introductory course, held mostly in person in 2019 versus completely virtual in 2020, for first-year medical students and second-year pharmacy students at the University of California, San Diego, School of Medicine and Skaggs School of Pharmacy and Pharmaceutical Sciences.ResultsThe midterm and final examination scores were similar for the hybrid and virtual courses. There was no association between the hours of recorded lectures watched and final examination scores for either course. In the 2019 in-person and recorded course, students who demonstrated consistent on-time use of practice quizzes scored statistically higher on the final examination (P = 0.0066). In the 2020 virtual course, students who downloaded quizzes regularly had statistically higher scores on the midterm examination (P < 0.0001).ConclusionThe similar examination scores for the hybrid in-person and recorded and exclusively virtual courses suggest that the short-term knowledge acquired was equivalent, independent of the modality with which the content was delivered. Consistent on-time use of practice quizzes was associated with higher examination scores. Future studies are needed to assess the difference between a completely in-person versus virtual curriculum.

AN EVALUATION OF ONLINE ARCHITECTUREAL DESIGN STUDIOS: STRENGHT AND WEAKNESSES OF ARCHITECTURAL EDUCATION IN BANGLADESH DURING COVID 19

Bangladesh, like many more countries around the world came to a halt with the start of COVID-19 pandemic. In order to manage the collapsed education system, different institutions started trying various alternative virtual mediums to reach out scattered students country wide. These included the use of television telecast, radio and communicative platforms like Zoom, Google meet, Google classroom, Facebook and many more. Unlike most subjects, Architectural teaching requires to adapt to a studio-based teaching approach with ‘one to one interaction’ and plenty of ‘on paper drawing exercises’ involving the students and their instructor. The literature review conducted within the scope of this research could not find many studies trying to identify the challenges faced by various architecture schools across the world, although there are studies on education in general during pandemic. The Department of Architecture at BRAC University is one of the leading architecture schools in Bangladesh. The department has developed a new online teaching learning platform named BuX to continue with its online academic program during Covid 19 pandemic. This paper reports the preliminary findings of a larger research conducted at the department. It aims to evaluate the newly adopted virtual teaching platform for its acceptability among the stakeholder; i.e., the students. The objective of the study was also to assess the adoption rate of virtual classes and to determine the various benefits, challenges, and reasons for non - adoption by the stakeholders. The research takes a mixed method approach supported by extensive literature review and online survey using Google form. Approximately 25% students of the department participated in the survey. This study can be extended further in collaboration with other architecture schools both in Bangladesh and abroad. This may help the university policymakers and the academics to evaluate the pedagogical strategies for architectural education implemented during the pandemic. Furthermore, it will also help to identify the scopes for developing an appropriate online teaching and learning method for the ‘new normal’ situations. Keywords: Architectural Education, Architectural Pedagogy, Bangladesh, BRAC University, Virtual Class.

Construction of Network Security enforcement Virtual Simulation Experiment and Teaching Platform

Abstract: In view of the issues in virtual simulation experiment teaching of network security enforcement, this paper analyzes the need of construction of the virtual simulation experiment teaching platform, that expounds the construction content of virtual simulation experiment platform from 3 aspects of virtual simulation course system, experimental area and teaching mode. Network security enforcement virtual simulation experiment and teaching platform is made with 3 core experimental modules of network security scene enforcement, electronic data scene forensics, and investigation of cyber-crime cases. The coaching of students’ higher order thinking and actual combat ability is reinforced publically security schools. Keywords: Virtual simulation, Experimental teaching platform, Network security law enforcement.

Evaluating the training needs for an epilepsy education program by assessing the beliefs and attitudes of families with children impacted by epilepsy.

Background: The aftermath of a seizure for a child and their family alongside a lack of accessible epilepsy education programs reinforces a perceived loss of control and anxiety states. A virtual video teaching platform is being developed to allow families to connect with and learn about their child’s epilepsy. The queries and training needs of diverse patient groups must be addressed to ensure the platform’s personalization and success. &#x0D; Objective: We assessed the training needs, beliefs, and attitudes through a questionnaire for families, taking into account epilepsy severity, time of their child’s diagnosis, and religiosity.Methods: Over two months, patients of the Alberta Children Hospital’s Neuroscience outpatient clinic were contacted to complete the survey. We focused on analyzing how families’ beliefs towards the causes, treatment, and manifestations of epilepsy influenced training needs and interest and whether that is correlated with epilepsy severity, time of diagnosis, and religiosity. A one-way ANOVA was conducted.&#x0D; Results: 67 families responded to the survey. Families with a recent initial seizure were more inclined to believe in more environmental and behavioral causes of epilepsy. Those with longer-standing epilepsy believed in more medical causes for epilepsy. More religious families were slightly inclined to believe in prayers and miracles as treatment. All groups presented a high interest in the video topics, with more religious families drawn to the ‘Life with Epilepsy’ module videos.&#x0D; Conclusions: These results will ensure the program design facilitates understanding of epilepsy, leading to expedited social integration, better coping, and reduced mental health comorbidities for all patient groups.

Distance Teaching Urban Design and Planning Studio Courses during the Pandemic: Challenges and Lessons Learnt

Urban design and planning studios presented considerable challenges to teach remotely following the outbreak of COVID-19 pandemic. Planning is space-based and requires real-life experience, and existing virtual teaching platforms can hardly re-create the studio atmosphere. This paper presents an empirical study, via surveys and interviews, on how instructors in Greek universities, where online teaching carried on for three semesters, adjusted studio courses to remote teaching. Findings are organized into three rubrics: Resilience, Interaction, and Surprises. Results show that planning pedagogy needs to maintain problem-based methodologies, that existing platforms should be designed to better emulate the studio atmosphere, and that inviting guest speakers online is a practice that will remain post-pandemic.

Design and Research of Virtual Simulation Experiment of Optimal Fire Escape Strategy Based on Internet of Things

With the urgent demand for Internet of Things professionals, colleges and universities are faced with the challenge of training integrated talents of Internet of Things. Combined with the social background of high incidence of fire and difficulty in escape of high-rise buildings, we designed the simulation experiment of optimal escape route selection for fire distribution prediction based on the intelligent fire virtual simulation teaching platform. The simulation experiment takes Unity3D as the tool, comprehensively utilizes computer simulation technology and big data technology of Internet of Things to establish mathematical models of fire data in various situations, and dynamically simulates the scope, intensity and spread trend of different fires. In addition, according to different fire situations, combined with the overall structure of the building and multi-sensor data, based on the optimal path planning principle, the system plans the optimal escape route for personnel in case of fire, so as to guide students to conduct fire escape drills based on different real scene simulation. The teaching system takes the three-layer structure of the Internet of Things as the main line and adopts the "bottom-up" teaching concept to enable students to master the theoretical knowledge and key technologies of the Internet of Things. By completing the simulation experiment designed by us, students should be able to solve practical problems by comprehensively applying Internet of Things engineering technology. The simulation experiment has been put into practical teaching, which has received positive response from students and achieved good teaching effect.

Evaluating the ability of students to learn and utilize a novel telepresence platform, Proximie.

Novice users of telesurgery could be limited by their experience and technical ability. The impact of the COVID-19 pandemic on health care systems is unprecedented, and telehealth allowed care providers and patients a safety margin. An indirect impact of redeployment of hospital staff during COVID-19 management has been on the reduced educational opportunities for residents. Proximie can be considered as a virtual teaching platform or classroom for any user. Twenty-one students voluntarily participated in utilizing a da Vinci® skills simulator (dVSS) to carry out surgical training simulation tasks. Our study focuses on digital native’s adaptation to utilizing Proximie’s augmented reality platform to direct task performance, to gauge its feasibility by this unique cohort.

PJY03 - Evaluating the ability of students to learn and utilize a novel telepresence platform, proximie

Novice users of telesurgery could be limited by their experience and technical ability. The impact of the COVID-19 pandemic on health care systems is unprecedented, and telehealth allowed care providers and patients a safety margin. An indirect impact of redeployment of hospital staff during COVID-19 management has been on the reduced educational opportunities for residents. Proximie can be considered as a virtual teaching platform or classroom for any user. Twenty-one students voluntarily participated in utilizing a da Vinci® skills simulator (dVSS) to carry out surgical training simulation tasks. Our study focuses on digital native's adaptation to utilizing Proximie's augmented reality platform to direct task performance, to gauge its feasibility by this unique cohort.

Hybrid ZOOM ward classes for clinical learning during COVID 19 pandemic; is it feasible? Experience from a University Surgical Unit

With the rising numbers of COVID – 19 patients, universities are moving toward virtual teaching platforms. It is acceptable for lectures and discussions. But conducting ward classes in virtual platforms is practically difficult. We initiated hybrid ZOOM ward classes with a simple method of using mobile phones at the University Surgical Unit of the Colombo South Teaching Hospital. Feasibility and the student's perception of the effectiveness of such teaching were evaluated. Clinical teaching using hybrid ZOOM is feasible. Mobile phones provide satisfactory audio and video experience. The majority of the students are satisfied with the hybrid ZOOM ward classes.

Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English

This article shows the preliminary design process for a tailor-made Initial Test of Integrated Skills (ITIS) specially adapted to the needs of TRADILEX, a project (2020-2023) funded by the Spanish Ministry of Science, Innovation and Universities to study the scope and validity of using audiovisual translation (AVT) tools to develop communicative competence in a foreign language. We also design a complete virtual AVT-based teaching platform that will help to promote faster and better EFL learning. In this paper we present one of the project’s initial stages, i.e. the ITIS design and the methodological framework for the design process from draft stage to final product. The draft pilot ITIS was tested by specialists, who produced a series of reports and anticipated several potential problems that occurred when the test was carried out. We pay special attention to the changes and improvements made to the draft ITIS as well as its three-stage process and remedial measures. The validity of the ITIS is currently being tested with a pilot group. The ITIS will be complemented with a Final Test of Integrated Skills (FITIS), which is currently underway.

Construction of Virtual Simulation Teaching Platform for Microteaching

In the process of microteaching and training, virtual simulation technology is introduced to solve the problems that the real classroom training of normal school students can’t meet the diversified classroom situations and low tolerance of trial error, and increase the sense of reality and scene of training. Based on modern microteaching theory, instructional design theory and feedback mechanism, a virtual simulation platform of microteaching is constructed, which enables normal school students to conduct training in a flexible and independent manner according to their own needs. Using virtual reality technology and speech recognition technology, a virtual simulation teaching platform is developed, which covers the selection of scenes, the introduction of courseware, the setting of questions, the questioning of students and the emergency treatment. The platform that is applied to the microteaching training course of normal school students’ teaching skills has achieved good results.

Virtual teaching of undergraduate primary care small groups during Covid-19

ABSTRACT The impact of the COVID-19 pandemic required Higher Educational Institutions to redesign and implement new ways of delivering core-learning outcomes for medical students. Much of this change resulted in a transition to virtual teaching across medical schools. Medical education in primary care is often delivered as part of GP-facilitated small group teaching and with this came unique challenges for the transition to online education. Transition to virtual small group teaching utilised blended learning and flipped classroom methodologies alongside the use of virtual teaching platforms. This quality improvement project describes the educational approaches used when transitioning medical education, and compares student experience from receiving small group teaching using face-to-face and virtual teaching methods before and during the COVID-19 pandemic, respectively. Analysis of student feedback found an ongoing delivery of high-quality primary care education using virtual small group teaching, and that there was no attrition in student experience when compared to face-to-face teaching delivered before COVID-19 for the same learning outcomes. These findings are reassuring and suggest that the transition to virtual small group teaching, using methods such as flipped classrooms and blended learning, enables continued and sustained delivery of high-quality education and student experiences in primary care.

Views of medical educators on virtual teaching methods and curriculum changes within an undergraduate psychiatry rotation during the COVID-19 pandemic – a quality improvement project

AimsMedical students at the University of Birmingham have historically undertaken a 9 week psychiatry rotation consisting of clinical placements accompanied by lectures and small group teaching. During the COVID-19 pandemic teaching has been offered in a virtual format and clinical placements have been restricted. Our aim was to survey medical educators regarding these changes, seeking their views on resources and skills required for virtual teaching, student engagement, and adaptations to placements.Method73 medical educators who had undertaken teaching or clinical supervision were invited to complete an anonymous online survey during December 2020. The survey consisted of Likert scale and open space questions surrounding changes necessitated by the pandemic. Following survey closure quantitative data were analysed using Google Forms and Excel. Qualitative data from the survey were reviewed by all team members to identify relevant themes.ResultOverall response rate was 40% (29), with participants from 5 NHS trusts. 72% (21) of educators felt they had adequate equipment and resources to facilitate virtual teaching. 55% (16) felt they had adequate training and skills to use virtual teaching platforms effectively. However only 17% (5) felt that students were able to engage in virtual teaching to the same extent as face to face sessions, and just 35% (10) of educators reported enjoying virtual teaching. 76% (22) agreed that information from the University about adjustments to clinical placements was adequate. 66% (19) felt that there had been adequate support to ensure the safety of students, supervisors and patients. However only 20% (6) felt that students had adequate patient contact and 69% (20) did not feel that students had been able meet their clinical competencies.ConclusionOur results suggest that the majority of educators have not enjoyed teaching virtually, and feel that students were less engaged. However educators were able to identify some benefits, such as inviting speakers from outside the local area, improved access to manager's hearings and tribunals and the use of simulated patients. There were also innovative suggestions, such as interactive quizzes and feedback polls within sessions. Most educators felt students had not received adequate patient contact during the pandemic and suggestions for improvement were less readily identified, they included changes to work place based assessments and timetabling. We hope using these results to work with the University to develop resources to support educators using virtual teaching methods, and to consider adjustments to clinical placement while the pandemic persists.

Research on the Application of Computer Virtual Simulation Teaching Platform in the Training of Medical Examiners

With the rapid development of computer and network technology, and education are also profound changes, medical test of an experimental subject, its theory is based on medical experiments, the experiment is also a medical students learning and deepen to master the important way of medical knowledge, but the world development trend of the animal protection consciousness makes the students experiment animals in less and less, the inevitable need to replace another kind of means, the virtual simulation teaching platform in medical inspection personnel training will play a more and more important role. Based on this, this paper discusses the application of computer virtual simulation teaching platform in medical laboratory personnel training.

Construction and Application of Computer Virtual Simulation Teaching Platform for Medical Testing

At present, virtual simulation experimental teaching has become the mainstream experimental teaching method in colleges and universities. Compared with the traditional classroom experiments, virtual simulation experiment teaching is not limited by time and space, and there is no need to worry about the risk of experiment. Students only need to wear VR devices through computers or mobile phones to enter the virtual simulation lab for experiments. The realism and interactivity of virtual simulation technology allows students to immerse themselves in it. Based on this situation, this paper discusses the construction and application of medical laboratory computer virtual simulation training teaching platform

Uma proposta de aula experimental no ensino a distância: Identificando proteínas em alimentos do cotidiano na disciplina de Bioquímica

Na atualidade, a Educação a Distância (EaD) têm sido cada vez mais difundida, sendo um importante meio de ensino. No ano de 2020, com o advento da pandemia do novo coronavírus, o ensino tem se pautado no modo a distância, principalmente em plataformas virtuais de ensino (vídeoaulas). A Bioquímica é uma área fascinante, no entanto, possui diversos termos e processos que devem ser muito bem assimilados e compreendidos, tornando essa disciplina complexa e desafiadora aos alunos. Assim, para superarmos tais obstáculos o objetivo deste trabalho é a proposta de uma aula experimental virtual com a temática de identificação das proteínas em diversos alimentos do cotidiano, utilizando o reagente de Biureto, aplicado aos alunos de cursos superiores voltados nas áreas de Ciências Biológicas e cursos voltados nas áreas da Saúde. Desse modo, acreditamos que com presente proposta metodológica, as aulas virtuais possam se tornar cada vez mais cativantes, motivando o aluno e facilitando sua aprendizagem, além de promover a ótica da experimentação científica.