COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis

Zhang, Junyi; Ding, Yigang; Yang, Xinru; Zhong, Jinping; Qiu, Xinxin; Zou, Zhishan; Xu, Yujie; Jin, Xiunan; Wu, Xiaomin; Huang, Jingxiu; Zheng, Yunxiang

doi:10.1371/journal.pone.0273016

Cited by 12 publications

(13 citation statements)

References 52 publications

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“…The results of the present study are further strengthened with findings from an earlier study, which showed that all the changes made during the COVID-19 pandemic showed learning effectiveness [ 3 ]. Another study showed that the network scale of most courses did not change significantly, giving evidence that the COVID-19 pandemic did not notably change the scale of course interaction [ 45 ]. Interestingly, even before the COVID-19 pandemic, a research study showed that online or blended learning for teaching clinical skills is equally effective and similar to traditional means, and it may even benefit the teaching of clinical skills in undergraduate nursing curriculum [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

Albalushi

Mushaiqri

Sirasanagandla

et al. 2022

IJERPH

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In recent times, online teaching and assessment have provided a great opportunity to explore better methods in medical education. There are inconsistent views concerning the effectiveness of online assessment. Hence, the present study aimed to evaluate online teaching and assessment methods in relation to face-to-face methods by comparing students’ performances. The students’ assessment results in two basic anatomy courses, which are part of the Doctor of Medicine and Biomedical Sciences programs at Sultan Qaboos University, were analysed. We compared the students’ mean scores and coefficient of variance in the multiple-choice written exams and the objective structured practical exams during the spring semesters of 2019, 2020, and 2021, containing face-to-face teaching and exams, partial online teaching and online exams, and online teaching and both proctored online and face-to-face exams, respectively. The sudden transition to online teaching and assessment halfway through the semester resulted in higher means and a lower coefficient of variance among students’ scores in both theory and practical exams. However, when the fully adopted online method of teaching and assessment was employed, the mean scores decreased, and the coefficient of variance increased to figures close to those witnessed before the pandemic, when teaching and assessment were face-to-face. This trend applied to both the Doctor of Medicine and Biomedical Sciences programs’ anatomy courses. The results indicate that online assessment of theoretical and practical anatomical knowledge is comparable to that of face-to-face assessment. However, proper planning and preparedness are mandatory to achieve the desired outcomes.

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Section: Discussionmentioning

confidence: 99%

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

Albalushi

Mushaiqri

Sirasanagandla

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…Furthermore, the reduction in basic sciences episodes may reflect the nature of social sciences lending more favorably to the conversational style of podcasts and digital modalities overall. 48 There are several strengths to our study. Comprehensive keywords and thorough inclusion criteria were used, including only English-language podcasts with accessible audio, more than one episode, and the majority of content related to ophthalmology.…”

Section: Discussionmentioning

confidence: 99%

OphthoPods: An Analysis of the Educational Content and Changes of Ophthalmology Podcasts

Greene,

Gold,

Tan

et al. 2023

Journal of Academic Ophthalmology

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Objective Podcasts are a novel modality for digitally disseminating ophthalmic knowledge, yet minimal information exists on their offerings. This study sought to describe the growth of ophthalmology podcasts, characterize their features, and analyze clinically pertinent content trends. Materials and Methods Apple Podcasts, Spotify, Google Podcasts, and Google Search were queried for English- language shows relating primarily to ophthalmology. Ninety-six podcasts and 3,594 episodes were analyzed. Results Of the 48 currently active shows, most cover general ophthalmology topics (n = 25, 52.1%) and are run by multiple hosts (n = 29, 60.4%) in both academics and private practice. The majority of podcasts released episodes monthly (n = 21, 21.9%) or less frequently than monthly (n = 36, 37.5%). Among all episodes, procedural topics (n = 951 episodes, 26.4%) and clinical education (n = 1385, 38.5%) were the most prevalent categories. Retina was the most represented subspecialty in podcast production, while oculoplastics and neuro-ophthalmology had the fewest podcasts. Episodes on disease pathophysiology (p = 0.04) and published research (p < 0.001) each declined over time. The proportion of episodes released from 2020 to 2022 that discussed digital technologies was 33.3% greater versus 2005 to 2019 (p = 0.005). Personal retrospective episodes doubled, career guidance and patient perspectives tripled, and wellness and social justice topics increased fivefold (all p < 0.001). Conclusion In summary, the coronavirus disease 2019 pandemic coincided with a rise in ophthalmology podcasts and shifts in content. Podcasts have trended toward practical advice and technologies, reflecting their value in sharing modern, peer-to-peer pearls. Emphases on storytelling and social justice offer unique, clinically relevant perspectives compared with traditional modalities.

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“…Learning support services include information, resources, personnel, and related interactive facilities. These resources cater to the diverse needs of students and effectively guide, assist, and promote their independent learning, collaborative learning, and holistic development [ 58 ]. Student support services must be integral to the education system to meet students’ needs and expectations [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

Mojtahedzadeh,

Hasanvand,

Mohammadi

et al. 2024

PLoS ONE

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Background Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students. Purpose This research aimed to explain students’ experiences on the quality of interpersonal interactions in e-learning. Method This study was conducted from November 2021 to October 2022. The qualitative descriptive design via conventional content analysis was utilized. Purposeful and maximum variation methods recruited sixteen participants from three medical science universities in Iran. The data were collected through semi-structured, in-depth, face-to-face, or online interviews. Interviews were recorded through a digital recorder, and analysis was achieved simultaneously with data collection using Graneheim and Lundman (2004). The Lincoln and Guba criteria, including credibility, dependability, transferability, and confirmability, were used to improve the trustworthiness of the findings. Results The results indicated the importance of different dimensions related to teaching-learning. It seems crucial to develop a comfortable and safe environment to improve interpersonal interactions. Educators should be provided with pedagogical skills to support interactions. In addition, focusing on some learners’ soft skills is also vital. In addition to the significance of the teacher’s inclusive role, the educational content must have critical standards. Constructive feedback and the proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. Conclusions The results indicated the significance of different dimensions of teaching-learning as facilitating factors of interpersonal interactions. The proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. Implications The results of this study give teachers the insight to keep essential issues in mind when developing their online courses and students to be aware of their roles in the online learning process. Also, the characteristics of simultaneous and non-synchronous platforms, social messaging networks, and learner support are crucial.

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COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis

Cited by 12 publications

References 52 publications

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

OphthoPods: An Analysis of the Educational Content and Changes of Ophthalmology Podcasts

Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

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