COVID-19 impact on undergraduate teaching: Medical radiation science teaching team experience

Currie, Geoffrey; Hewis, Johnathan; Nelson, Tarni; Chandler, Amanda; Nabasenja, Caroline; Spuur, Kelly; Barry, Kym; Frame, Nigel; Kilgour, Andrew

doi:10.1016/j.jmir.2020.09.002

Cited by 43 publications

(80 citation statements)

References 5 publications

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“…The Ethiopian government and higher education institutions could use the outbreak of Coronavirus as a turning point. In Australia, the pandemic imposes never before experienced challenges on many higher education institutions' journeys, which opens opportunities to change the usual teaching–learning process ( Currie et al, 2020 ). Stakeholders, including the government, must give due emphasis to the development of technologies and infrastructures in both rural and urban areas of the country.…”

Section: Resultsmentioning

confidence: 99%

“…The outbreak of COVID-19 at the end of 2019 disturbed higher education learning at a global level, significantly affecting higher education, challenging communities of the institutions and threatening economic security ( Bhagat and Kim, 2020 , Currie et al, 2020 , Mohammed et al, 2020 ). COVID-19 affects every aspect of the higher education system ( Yang, 2020 ), many of the university staff jobs became questionable during the pandemic and as the virus spreads globally, face-to-face teaching and learning in higher education institutions is banned.…”

Section: Introductionmentioning

confidence: 99%

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Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Mengistie¹

2021

Research in Globalization

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This article analyzes the stand taken by Ethiopia’s higher education institutions when providing students’ learning during the COVID-19 period while institutions are closed in order to contain the virus. These institutions have a recent history of low research and technological advancement globally. The effects of the COVID-19are wide ranging and endangering students’ learning. The study investigates how public universities are attempting to deliver learning remotely in order to support students as well as exploring challenges and opportunities following the institutions’ efforts to minimize the risks of the pandemic. The result shows that, when compared with universities in other countries, neither the government nor the universities took concerted measures to sustain undergraduate students learning. Undergraduate, graduate and Ph.D. learning in universities was interrupted until May 2020 and many questioned the quality, graduate and PhD students’ learning as continued online. The inequality between undergraduate students will be sustained and widened if this situation continues, universities must develop and apply concerted efforts to better use remote learning. In Ethiopia, the current pandemic challenges higher education institutions’ response to the crisis. Large sections of students have the least technology support, without government and universities support we may create a lost generation in the COVID-19 pandemic period. Therefore, the pandemic must be use as a turning point for Ethiopian universities to bring long-lasting changes.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Mengistie¹

2021

Research in Globalization

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“…Under the new teaching mode that was established, the course content of web-based teaching showed no shrinkage, and the requirements for students were not reduced. The web-based teaching was simply the Level I response to “a public health emergency of international concern over the global outbreak of novel coronavirus” [ 22 ], and most universities will continue to conduct face-to-face learning [ 23 ]. Therefore, for the teacher, web-based teaching is a challenge as well as an opportunity.…”

Section: Discussionmentioning

confidence: 99%

Medical Morphology Training Using the Xuexi Tong Platform During the COVID-19 Pandemic: Development and Validation of a Web-Based Teaching Approach

Liu¹,

Wen-ping²,

Du³

et al. 2021

JMIR Med Inform

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Background Histology and Embryology and Pathology are two important basic medical morphology courses for studying human histological structures under healthy and pathological conditions, respectively. There is a natural succession between the two courses. At the beginning of 2020, the COVID-19 pandemic suddenly swept the world. During this unusual period, to ensure that medical students would understand and master basic medical knowledge and to lay a solid foundation for future medical bridge courses and professional courses, a web-based medical morphology teaching team, mainly including teachers of courses in Histology and Embryology and Pathology, was established. Objective This study aimed to explore a new teaching mode of Histology and Embryology and Pathology courses during the COVID-19 pandemic and to illustrate its feasibility and acceptability. Methods From March to July 2020, our team selected clinical medicine undergraduate students who started their studies in 2018 and 2019 as recipients of web-based teaching. Meanwhile, nursing undergraduate students who started their studies in 2019 and 2020 were selected for traditional offline teaching as the control group. For the web-based teaching, our team used the Xuexi Tong platform as the major platform to realize a new “seven-in-one” teaching method (ie, videos, materials, chapter tests, interactions, homework, live broadcasts, and case analysis/discussion). This new teaching mode involved diverse web-based teaching methods and contents, including flipped classroom, screen-to-screen experimental teaching, a drawing competition, and a writing activity on the theme of “What I Know About COVID-19.” When the teaching was about to end, a questionnaire was administered to obtain feedback regarding the teaching performance. In the meantime, the final written pathology examination results of the web-based teaching and traditional offline teaching groups were compared to examine the mastery of knowledge of the students. Results Using the Xuexi Tong platform as the major platform to conduct “seven-in-one” teaching is feasible and acceptable. With regard to the teaching performance of this new web-based teaching mode, students demonstrated a high degree of satisfaction, and the questionnaire showed that 71.3% or more of the students in different groups reported a greater degree of satisfaction or being very satisfied. In fact, more students achieved high scores (90-100) in the web-based learning group than in the offline learning control group (P=.02). Especially, the number of students with objective scores >60 in the web-based learning group was greater than that in the offline learning control group (P=.045). Conclusions This study showed that the web-based teaching mode was not inferior to the traditional offline teaching mode for medical morphology courses, proving the feasibility and acceptability of web-based teaching during the COVID-19 pandemic. Our findings lay a solid theoretical foundation for follow-up studies of medical students.

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“…Courses that need hands-on lab work are often hampered by online education because instructors are unable to provide the necessary lab training. As a consequence, learners passed an online course without gaining any hands-on experience [40,49]. Furthermore, the reviewed articles highlight motivational, problem-solving, psychological, and economical issues.…”

Section: Challengesmentioning

confidence: 99%

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

et al. 2021

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Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

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COVID-19 impact on undergraduate teaching: Medical radiation science teaching team experience

Cited by 43 publications

References 5 publications

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Medical Morphology Training Using the Xuexi Tong Platform During the COVID-19 Pandemic: Development and Validation of a Web-Based Teaching Approach

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

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