An account of strategies and innovations for teaching chemistry during the <scp>COVID</scp>‐19 pandemic

Pilkington, Lisa I.; Hanif, Muhammad

doi:10.1002/bmb.21511

Cited by 24 publications

(34 citation statements)

References 4 publications

(7 reference statements)

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“…The COVID-19 pandemic led to a sudden suspension of face-to-face teaching activities across the world [ 1 ]. Immense school closures in more than 200 countries have displaced approximately 1.6 billion learners, equivalent to more than 94% of the student population all over the globe [ 2 , 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…Immense school closures in more than 200 countries have displaced approximately 1.6 billion learners, equivalent to more than 94% of the student population all over the globe [ 2 , 3 ]. The pandemic forced academic institutions to immediately shift to virtual education or online learning as an emergent solution [ 1 , 2 , 4 ]. In.…”

Section: Introductionmentioning

confidence: 99%

“…In. In response to such an urgent transition, faculty and educators adopted several strategies to facilitate online learning such as providing educational resources for self-study [ 2 ], pre-recorded lecture videos [ 1 ], video conferencing, interactive online simulation programs [ 2 ], flipped and flipped-jigsaw learning [ 5 , 6 , 7 ], online problem-based learning [ 8 , 9 ], and synchronous and asynchronous online discussions [ 2 ]. Alternative strategies for courses with clinical/practical aspects involved posting clinical case scenarios and/or uploading ready-made videos covering the required topic [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…In fact, several efforts have been investigated to determine the best means to actively engage healthcare learners remotely [ 13 , 14 ]. Pilkington and Hanif preferred short pre-recorded lecture videos rather than live streaming of lectures [ 1 ]. After reviewing the lectures, students were then allowed to attend live tutorial sessions if they had any questions that they wanted to ask the lecturer directly.…”

Section: Introductionmentioning

confidence: 99%

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Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

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Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…This has caused that theoretical and practical training in healthcare courses, as well as the assessment of students’ achievements must be done at their homes (Elearning; Yang et al, 2021 ), adopting a new relationship between teachers and their students ( Wang et al, 2020 ). Online teaching has been proposed as the main method for home learning ( Aziz Ansari et al, 2021 ; Pilkington and Hanif, 2021 ). Although home learning is effective to reduce COVID-19 infections, it has caused devastating effects in students’ physical, emotional and social life ( Cachón-Zagalaz et al, 2020 ; López-Castro et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

An Innovative Approach for Online Neuroanatomy and Neurorrehabilitation Teaching Based on 3D Virtual Anatomical Models Using Leap Motion Controller During COVID-19 Pandemic

et al. 2021

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After the World Health Organization had declared a pandemic of coronavirus disease (COVID-19) on March 11, 2020 many governments, including the Government of Spain, declared the state of alarm enforcing a quarantine that have left millions of students confined to their homes. This home confinement has affected students of all levels, including university students, and has forced faculties to adapt online teaching strategies. Thus, traditional classroom face-to-face teaching has suddenly been replaced by online classes. This has revealed particularly challenging for medical courses. For such purpose we have designed an online teaching proposal addressed to the Degree in Physiotherapy and the Double Degree in Nursing and Physiotherapy of the University of Jaén (Spain). The objective is to implement an online virtual teaching protocol through the use of Virtual Reality. For such a goal, the Leap Motion Controller (LMC) will be used to teach the neuroanatomy of the brain and spinal cord and to teach and practice neurorehabilitation exercises. Along with devices like the LMC students will be asked to use Health Sciences databases in order to achieve a significative learning of the course topics. The project is structured in two phases. First, students will learn neuroanatomy and neurophysiology of the most relevant neurological conditions using LMC-based models. Then, they will learn to combine LMC games and conventional physiotherapy for neurorehabilitation purposes. The work of students will include the recording of videoreports demonstrating the acquisition of neuroanatomy concepts and simulating a clinical case. With this project we will assess the usability of LMC as an educative tool, the perception, satisfaction and self-regulated learning of physiotherapy students.

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Comparison of academic performance of medical undergraduate students between routine class room teaching and online assisted teaching in biochemistry during COVID pandemic

Tamilmani

Anithasri

Gunavathi

et al. 2022

Biochem Molecular Bio Educ

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The new curriculum of competency based medical education (CBME) implemented for phase1 medical undergraduates could not go on to completion due to the sudden outbreak of the COVID‐19 pandemic. The educational institutions therefore resorted to online teaching modalities over conventional class room teachings. Hence this study aimed to compare the academic performance of students between routine classroom teaching and online assisted teaching with assignments.94 phase 1 MBBS students admitted in the year 2019–2020 was divided into low (<50%), medium (51%–70%) and high performers (71%–100%) based on the average marks in the initial formative assessments. Academic performance of students in three types of teaching modalities namely classroom teaching (CRT), classroom teaching with assignment (CRA), and online assisted teaching (OAT) were compared using ANOVA. Wilcoxon signed ranks test was used to find the difference in marks between CRT and CRA which was calculated as gain 1 and that between OAT and CRT is gain 2. Out of 94 students, 19 were low performers, 53 were medium performers and 22 were high performers when grouped at baseline. All these groups performed significantly well with OAT compared to CRT and CRA. The overall performance of girls was found to be significantly higher. There was no significant difference between Gain 1 and Gain 2. All group of students scored high in assessments following online teaching compared to conventional classroom teaching. The gain of online teaching did not outweigh the conventional teaching methods implying that face to face lectures is still an effective teaching modality.

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An account of strategies and innovations for teaching chemistry during the COVID‐19 pandemic

Cited by 24 publications

References 4 publications

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

An Innovative Approach for Online Neuroanatomy and Neurorrehabilitation Teaching Based on 3D Virtual Anatomical Models Using Leap Motion Controller During COVID-19 Pandemic

Comparison of academic performance of medical undergraduate students between routine class room teaching and online assisted teaching in biochemistry during COVID pandemic

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