Blended and online learning: a comparative study of virtual microscopy in Higher Education

Herodotou, Christothea; Muirhead, David; Aristeidou, Maria; Hole, Malcolm; Kelley, Simon P.; Scanlon, Eileen; Duffy, Marcus

doi:10.1080/10494820.2018.1552874

Cited by 32 publications

(30 citation statements)

References 30 publications

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“…Over the past years, the Russian schools have been actively developing teaching methods using distance technologies for different age categories of children [5,6]. Basically, the methods of e learning are good presented in the teaching and methodological literature for correspondence education in Universities, and E-portfolio as well [7].…”

Section: Introductionmentioning

confidence: 99%

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

et al. 2020

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The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

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Section: Introductionmentioning

confidence: 99%

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

et al. 2020

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“…To date, a number of courses have implemented virtual microscopy (e.g. Herodotou et al, 2018;Parker & Zimmerman, 2011). Most implementations have concentrated on offering features such as choice of slide, magnification level, and X-Y translation of the slide.…”

Section: Virtual Laboratoriesmentioning

confidence: 99%

“…An evaluation of the student experience of using virtual microscopes alone and in combination with physical microscopes was conducted by comparing the experience of usage of virtual microscopes with a distance learning only cohort and a conventional university cohort who had access to a virtual microscope (Herodotou et al, 2018). The main outcomes from the study were that students in blended learning conditions were most satisfied with their experience, and achieved the best learning outcomes, compared with students studying online only.…”

Section: Virtual Laboratoriesmentioning

confidence: 99%

“…visualising hidden fields such as stress, or flow (Nolen & Koretsky, 2018). However, we argue that traditional laboratories must also be retained so students can benefit from a mixture of the approaches, which has been shown to be better than either approach alone (see, for example, Brinson, 2015 andHerodotou et al, 2018). The pedagogical case for using NTPW will continue to develop as community experience in the sector grows, with near-future growth likely to come from recognising that the risk of exploring pedagogical opportunities is at least offset by the immediacy of the scaling benefits (if implemented well).…”

Section: Introductionmentioning

confidence: 99%

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Opinion piece: non-traditional practical work for traditional campuses

Drysdale

Kelley

Scott

et al. 2020

Higher Education Pedagogies

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Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and realsynchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work.

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“…Cawood & Bond, 2019) and thin sections (e.g. Herodotou et al 2018) that support traditional classroom learning is here.…”

Section: Virtual Outcrops For Supplementing Field and Classroom-basedmentioning

confidence: 99%

A role for Virtual Outcrop Models in Blended Learning: improved 3D thinking, positive perceptions of learning and the potential for greater equality, diversity and inclusivity in geoscience

Bond

Cawood

2020

Preprint

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Abstract. Virtual outcrop models are increasingly used in geoscience education to supplement field-based learning but their efficacy for teaching key 3D spatial thinking skills has not been tested. With the rapid increase in online digital learning resources and blended learning, most recently because of the global COVID-19 pandemic, understanding the role of virtual field environments to support and develop skills conventionally taught through field-based teaching has never been more critical. Virtual outcrops and virtual field environments have not been evaluated for their effectiveness in teaching and learning in geoscience, however. Here we show the efficacy of virtual outcrop models in improving 3D spatial thinking and provide evidence for positive perceptions amongst participants of using virtual outcrops in teaching and learning. Our results show that in a simple multiple choice scenario, participants were more likely to choose the 3D block diagram that best represents the structure when using a virtual outcrop (59 %), compared to more traditional representations, a geological map (50 %) and field photograph (40 %). We add depth to these results by capturing the perceptions of a cohort of students, within our full participants set, on the use of virtual outcrops for teaching and learning, after accessing a virtual field site and outcrops to which they had previously visited on a day's field teaching. We also asked all participants if and how virtual outcrops could be used effectively for teaching and training, recording 87 % of positive responses. However, only 2 % of participants felt that virtual outcrops could potentially replace in-field teaching. We note that these positive findings signal significant potential for effective use of virtual outcrops in a blended learning environment and for breaking barriers to ensure equality, diversity and inclusivity of geoscience field skills and teaching.

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Blended and online learning: a comparative study of virtual microscopy in Higher Education

Cited by 32 publications

References 30 publications

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

Opinion piece: non-traditional practical work for traditional campuses

A role for Virtual Outcrop Models in Blended Learning: improved 3D thinking, positive perceptions of learning and the potential for greater equality, diversity and inclusivity in geoscience

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