Influence of COVID-19 restrictions on student satisfaction with undergraduate pathology teaching in an Australian University

Rodrigo, Chaturaka; Herbert, Cristan; Saunders, Darren N.; Thomas, Shane; Polly, Patsie

doi:10.3389/feduc.2022.1014906

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…Authors employed active listening (Carla & Roberto, 2014), design thinking (Deitte & Omary, 2019) and double-loop learning (Argyris & Schön, 1974) approaches during the teaching period to enhance the reciprocity of the partnership. At the end of every teaching period, student partners were invited to an informal discussion (qualitative) about the partnership experience and all students were invited to complete a standardised course evaluation survey exploring course satisfaction (Rodrigo et al, 2022). The data was analysed by comparing mean differences of student satisfaction ratings to the same course without the student partner program in prior year.…”

Section: Methodsmentioning

confidence: 99%

Deeper student-teacher partnership in 5 steps

Li,

Ling,

Turnbull

2023

APUBS

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Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative applied across different disciplines to enhance student-teacher partnership, an implementation strategy was established through a 5-steps process of recruitment, active listening, review, co-design, and evaluation. The proposed model established deeper partnership during the learning process, delivering significant changes that enhanced students’ learning instead of the typical iterative design at the end of the learning period (course). The partnership contributed to student partners’ development through an experiential learning process. Integrating learning theories and practices with human-centered design, we explore the research question: How do we nurture a deep student and teacher partnership for positive impact? Underpinned by Argyris & Schön’s (1974) double loop learning and design thinking the 5-steps approach resulted in greater student experience and satisfaction, enabled the development of a sense of community and personal development for student partners and course convenors.

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Section: Methodsmentioning

confidence: 99%

Deeper student-teacher partnership in 5 steps

Li,

Ling,

Turnbull

2023

APUBS

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“…The global shift to online learning presented the opportunity to understand the influences of student engagement (Hews et al, 2022;Rodrigo et al, 2022). An educational interface framework reported by Kahu and Nelson (2018) explained how the shift to online education affected students' perceptions of learning and engagement (Kahu and Nelson, 2018).…”

Section: Educational Interface Framework and Student Wellbeing Within...mentioning

confidence: 99%

“…Pandemic-related stressors or a "lifeload," including economic, employment, family, social, or health pressures, that students would experience, in turn, would result in emotions related to anxiety and negatively affected engagement. This issue coincided with and resulted in a change to forced online learning, a combination that has been demonstrated to lead to reduced wellbeing (Bartolic et al, 2022;Guppy et al, 2022;Hews et al, 2022;Rodrigo et al, 2022). These lifeload stressors in combination with emotions such as a sense of belonging would take a toll on student mental health, which would result in lifeload triumphing "learning load."…”

Section: Lifeloadmentioning

confidence: 99%

Disrupted student engagement and motivation: observations from online and face-to-face university learning environments

Hari Rajan,

Herbert,

Polly

2024

Front. Educ.

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Student engagement is a crucial factor that can influence both the student learning experience and student success. The return to campus learning and teaching after the pandemic highlighted that many university students are still adapting to the shift to full-time online learning from hybrid or full-time on-campus learning and are still experiencing feelings of isolation, anxiety, and uncertainty. As higher education institutions adopt or embed digital methods of teaching and learning with simultaneously moving back to face-to-face learning environments, student feelings of isolation and disengagement are apparent to educators. This “transition,” in our opinion, has affected how learners engage in digital as well as face-to-face environments. Previous studies have highlighted the importance of engagement within an online setting as it brings about new factors for student learning and teaching that were not fully considered before. To address this issue, universities have sharpened the focus on improving student motivation, self-efficacy, and their sense of belonging within their learning community. As educators, it is important for us to understand this period of student disengagement and develop strategies to overcome and support students. We can acknowledge that such challenges are likely to resurface in the future; therefore, it is essential that we are able to provide frameworks to enhance student engagement within higher education. We believe that in creating an effective learning environment, whether it be online or on-campus, educators need to develop intrinsic motivation techniques and collaborative spaces to increase the sense of belonging for students and improve their overall engagement with their learning course content.

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“…Their findings offered recommendations to enhance online teaching in the post-pandemic era. Meanwhile, Rodrigo et al (2022) assessed the impact of COVID-19 restrictions on student satisfaction, revealing that teaching quality was significantly better during periods of increased restrictions. The study emphasized the need for adaptive teaching methods during times of mobility constraints.…”

Section: Students' Perceptions Of Online Learning Environmentsmentioning

confidence: 99%

Faculty perception of online education: considerations for the post-pandemic world

Ahmed,

Anane,

Alzaatreh

et al. 2023

Front. Educ.

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In the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with students’ perceptions. The study involves semi-structured interviews with 15 faculty members at a renowned university to gain insights into their online teaching experiences during the pandemic. Additionally, 51 faculty members participated in a survey using the Relative Importance Index (RII) method to determine the most significant practices impacting online delivery. The results indicate that the most concerning factor for faculty during online delivery is facilitating students’ engagement and interactions in class, with an RII of 0.94. Controlling academic dishonesty during assessments receives a relatively lower concern with an RII of 0.67. Making lectures interactive is identified as the most challenging practice for faculty. Comparing the findings with students’ perceptions based on previous studies, both groups emphasize the significance of effective communication, interaction, and the use of technology. Faculty prioritize the delivery and organization of lectures, while students focus on engagement and interactive elements. Faculty value organization and relevance in assignments, while students emphasize instructor qualities and responsiveness.

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Influence of COVID-19 restrictions on student satisfaction with undergraduate pathology teaching in an Australian University

Cited by 3 publications

References 12 publications

Deeper student-teacher partnership in 5 steps

Deeper student-teacher partnership in 5 steps

Disrupted student engagement and motivation: observations from online and face-to-face university learning environments

Faculty perception of online education: considerations for the post-pandemic world

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