Asynchronous E-learning after synchronous E-learning in the pathology course. When is the proper time for this transition?

Manou, Evangelia; Lazari, Evgenia Charikleia; Thomopoulou, Georgia-Eleni; Agrogiannis, Georgios; Kavantzas, Nikolaos; Lazaris, Andreas C.

doi:10.4103/jehp.jehp_1236_21

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Unlike emergency online education, educators can have adequate time to prepare lessons in an asynchronous or synchronous context, thus not affecting the satisfaction rate. Many scholars pointed out that asynchronous recording can be regarded as a necessary alternative and additional tool for students who cannot attend synchronous lessons (Bixler et al, 2021 ; Manou et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Li²

2023

Front. Psychol.

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The COVID-19 pandemic has presented a unique opportunity for the advancement of online education, as billions of students from 190 countries have been compelled to take classes remotely. The degree of satisfaction is considered one of the major factors in determining the quality of online educational programs. As a result, many empirical studies have been conducted on the level of satisfaction with online education over the last two decades. However, few studies have synthesized previous findings from similar research questions. Therefore, to reinforce statistical power, the study aimed to conduct a meta-analysis to examine satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak. A total of 52 studies in English were screened from six academic electronic databases, yielding 57 effect sizes using Comprehensive Meta-Analysis (CMA) software. The results showed that the prevalence of satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak was 59.5, 75.3, and 70.7%, respectively, with a significant difference between the satisfaction rates of students and those of their faculty and parents. Besides, we conducted a moderator analysis that found that (1) a significantly higher number of students in the pre-pandemic era in countries with developed digital infrastructure and emergency online learning environments were less satisfied with online education than their counterparts in the post-pandemic era, in countries with developing digital infrastructure, and in non-emergency online learning environments. Additionally, a significantly higher proportion of adult education learners reported being satisfied with online education compared to K-12 and university students. (2) The faculty in the non-emergency situation reported almost double the satisfaction rate of their counterparts in the emergency circumstance. With fewer satisfied remote learning students, efforts could be made by providing well-designed online lessons via faculty and strengthening digital infrastructure via governments to improve student satisfaction.

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Section: Discussionmentioning

confidence: 99%

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Li²

2023

Front. Psychol.

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“…Dersin içeriği, konuların ve derslerin sırası dikkatle seçilmelidir, özellikle de öğrenciler eders videolarını tekrar izleme fırsatına sahip olmalıdır 23 . Öğrenenler çalışmamızla ilgili içeriklerin sürekli erişilebilir ve tekrar izlenebilir olmasını olumlu bir yön olarak vurgulamışlardır.…”

Section: Discussionunclassified

Acil Tıp Uzmanlık Eğitimi Kapsamında Geliştirilen Travma Konulu Çevrimiçi Asenkron E-Öğrenme Modülüne İlişkin Öğrenci Görüşlerinin İncelenmesi

KARACA,

ALTUNCI,

YALÇINLI

2023

Dicle Tıp Dergisi

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Amaç: Travmaya bağlı yaralanmalar acil servis başvurularının önemli bir kısmını oluşturur. Bu hastalara uygun bir şekilde sağlık hizmeti sunulabilmesi için özellikle klinik tecrübesi sınırlı olan hekimlerin bilgi ve beceri açısından hazır bulunuşluklarının artırılması gerekir. Bu çalışmada travma hastalarının değerlendirmesinde yeterli tecrübeye sahip olmayan hekimlerin gözetimli bir şekilde hastalara hizmet vermeye başlamadan önce ilgili konuda bilgi ve beceri düzeylerini artırılması amacıyla hazırlanan bir asenkron e-öğrenme modülünün öğrenci geribildirimleri ile değerlendirilmesi amaçlanmıştır. Yöntemler: Bu araştırma, Acil Tıp Uzmanlık Eğitimi programında öğrenim gören Travma konulu e-öğrenme modülünün uygulandığı 39 öğrenciden 28’inin ders geribildirim verilerinin tanımlayıcı olarak analizi edildiği retrospektif bir çalışmadır. Öğrencilerin görüşleri 18 likert tipi, 2’de açık uçlu sorudan oluşan bir elektronik anket aracılığıyla toplanmıştır. Bulgular: Çalışmanın bulguları, travma konulu asenkron e-öğrenme modülünün öğrenciler için esnek ve erişilebilir bir öğrenme ortamı sağlaması açısından etkili bulunduğunu göstermiştir. Öğrenciler modülün içeriğini kolay anlaşılır bulmuş ve içeriğe tekrar tekrar erişebilmeleri olumlu bir özellik olarak değerlendirmiştir. Sonuç: Asenkron e-öğrenme, acil tıp uzmanlık eğitiminde teorik içeriğin öğretilmesi için öğrenenler tarafından benimsenen esnek, öğrenen merkezli ve etkili bir yöntem olmasının yanı sıra, eğiticiler ve öğrenenler için klinik ortamlarda pratik eğitim için daha fazla zaman olanağı da sağlamaktadır.

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“…Accordingly, the relevant tele-lessons were continued and completed, but only as a complement to the main education, and were thus only indirectly connected with the end of semester exams. All tele-lessons had been recorded and were soon available for study in students' e portfolios [5].…”

Section: Impact: Evaluating the Importance Of This Tele-coursementioning

confidence: 99%

“Starting from the Image”: A Tele-pathology Pre-graduate Course Aimed at Motivating Medical Students

et al. 2023

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In the tele-course entitled “Starting from the image”, medical students are confronted with practical tasks in relevant professional contexts. Initially, a macroscopic or microscopic image of a patient case is presented to learners who then receive relevant information on the patient’s history, clinical findings, and other laboratory tests. A pathologist actively discusses the pathological findings; then, a clinician explains their implications for the patient’s individualized treatment and prognosis. In this way, pathology’s interaction with other medical specialties is highlighted. Students declared that through these simulated professional practice experiences, they strengthened their decision-making skills. Educators should consider upgrading from information-based teaching to practice-focused instruction.

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Asynchronous E-learning after synchronous E-learning in the pathology course. When is the proper time for this transition?

Cited by 4 publications

References 27 publications

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Acil Tıp Uzmanlık Eğitimi Kapsamında Geliştirilen Travma Konulu Çevrimiçi Asenkron E-Öğrenme Modülüne İlişkin Öğrenci Görüşlerinin İncelenmesi

“Starting from the Image”: A Tele-pathology Pre-graduate Course Aimed at Motivating Medical Students

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